SCHOOL  BUILDING  SURVEY 


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LETTER  OF  TRANSMITTAL 


December  30 ,  1922, 


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To  the  City  Board  of  Education,. 
Moines,  Iowa* 


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Mrs.  Bert  McKee,  President 
Mr.  H.  C.  Evans 
Judge  Charles  Hutchinson 
Mrs.  C-ilger  Me.cKinnon 
Mr..  Earl  C.,  Mills 
Mrs*  Ernest  Olmsted 


Mr .  P . 


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Ladies  and  Gentlemen: 


Early  in  the  summer  of  1320  shortly  after  I  had  been 
elected  superintendent,  in  keeping  with  your  desire  to 
establish  broad  and  sound  policies  looking  toward  the  ^uture, 
you  requested  me  to  make  a  survey  of  our  school  building 


needs  and  report  from  time  to  time  as  requirements  derm  ided. 


This  request  we„s  made  in  recognition  of  the  fact  that  a 


school  building  program  in  a  rapidly  growing  city  such  as 
ours,  which  during  the  war  days  had  fallen  far  behind  in 
the  provision  of  the  actual  school  room  needs  of  the  pupils, 
and  which  of  necessity  involves  a  large  expenditure  of 
funds,  presents  a  most  complex  problem  end  one  demanding 


painstaking,  detailed,  scientific,  sane,  and  practical 


analysis  made  in  terms  of  fundamental  principles  of  modern 


education  an d  wise  publ ice  conorny . 


aiion 


T accordance  with  your  request  and  with  the  coopers 
'rious  members  of  the  staff,  in  consultation  wit] 

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.d  as  individuals  end  as  a  group,  and  with  the 
3si?-Vance  of  the  architects,  I  have  presented  to  the  Board 
a V different  times  certain  facts,  conclusions  and  recommenda¬ 
tions  4-  As  a  result  of  these  proposals  and  subsequent  con¬ 
sideration  and  as  occasion  required,  the  Board  has  made 


several  decisions  always  in  terms  of  basic  assumptions  and 

“1  Y-\  tT  ■»  /*v  -f  ^  4-  <*,  4-  s  T  r  T  *  r  m  /-r  -/>  >**v  a  J  1  —  4-  U  ^  *  *.  V*  /*N 


in  view  of  a  tentatively  agreed  upon  sketch  of  a  compre¬ 
hensive  and  far-reaching  building  program  which  in  different 
forms  I  have  made  available  for  your  use. 


The  report  which  I  am  transmit tin 


bring  up  to  date  and  state  as 


a 


matter 


to  you  now  w ill 
of  record  the  decisions 


already  mads.  It  will  sketch  briefly  the  significant  aspect. 


of  the  history  of  school  surveys  and  proposed  building 
programs  in  this  city,  and  will  present  a.  rather  detailed 
discussion  of  an  array  of  figures,  predictions  and  principl; 


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SCHOOL 


BUILDING 


SURVEY 


bearing  upon  the  problem  of  the  Des  Moines  Public 
School  Building  Program  as  it  should  be  conceived  and 
studied  at  the  present  time  and  as  it  must  be  viewed 
by  those  interested  not  merely  in  meeting  present 
emergencies  but  in  planning  far  into  the  future  the 
upbuilding  and  permanent  welfare  of  this  city. 

I  wish  to  express  here  my  very  sincere  appreciation 
of  those  who  have  helped  in  this  work.  Especially  am  I 
appreciative  of  the  devoted  and  skillful  service  of 
Mr,  M.  Lee  Jordan,  who  has  been  of  great  assistance  in 
collecting  facts  e.nd  assembling  many  of  the  tables  and 
for  his  judgment  on  various  problems  and  points.  Many 
others  have  assisted  to  some  extent  but  those  who  have 
given  help  of  a  special  character  requiring  much  personal 
effort  are,  Messrs,  A.J.  Burton,  A,  U.  Merrill,  H,  T, 
Steeper,  T7,  0.  Allen,  R.  J,  Cornell,  L,  A.  Jester,  W.  T. 
Proudfoot,  H.  D,  Rawson,  R.  C.  VJoolman,  J.  H.  Gooch  and 
Misses  May  Goo  dr  ell,  Mary  G.  Diemer  and  Edith  \7.  Cushing. 


Very  sincerely  yours, 
(Signed)  J.  V.  Studebaker, 

Superintendent . 


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T  A  B  L  3  OF  CONTENTS 


HISTORY  OF  SCHOOL  BUILDING 
SURVEYS  AND  BUILDING  P  R  0- 
G  R  A  M  S  IN  D  E  S  MOINES 


page 

The  1918  Survey -  ■  1 

The  1920  Survey - - - - . -  3 

A  HEY  SURVEY -  6 


Aims -  6 

Basic  Assumptions  -  7 

Why  it  is  Uneconomical  to  Operate  and  Maintain  the 

Present  System  of  Elementary  Schools  -  9  to  10 


(Outlines  and  illustrates  with  Charts  1,  2,  3  and 
4  a  comprehensive  ultimate  elementary  school 
building;  plan.  ) 

Why  Small  Schools  Reduce  Educational  Advantages  -  12  to  15 

Junior  High  School  Locations  - : - 13  to  16 

(presents  and  illustrates  with  Chart  No.  5  an 
ultimate  junior  high  school  building  plan. ) 


CERTAIN  DECISIONS 


ALREADY  MADE  BY  THE 


BOARD 


16 


Locating  the  Elmwood  School  - —  16 

Locating  the  Adams  School - - - •  17 


PREDICTING  THE  GROWTH  OF  T  H  S 
DES  MOINES  GENERAL  POPULA¬ 
TION  AND  SCHOOL  ATTENDANCE 


General  Statement  - - -  17 

Table  No.  1  —  Actual  Growth  and  Predicted  Growth 

for  Des  Moines  General  Population  in  Five-Year 

Periods  up  to  1940  - - -  18 

Table  No.  2  —  Probable  Growth  of  School  Enrollment  in 

Five-Year  Periods  - 20 

Elementary  School  Enrollment - - - : -  22 

Junior  High  School  Enrollment  -  23 

Senior  High  School  Enrollment  -  25 

Total  School  Enrollment - 26 

Table  No.  3  —  Probable  Annual  Increase  of  School 

Enrollment -  26 

Table  No.  4  —  Predicted  Annual  Growth  of  Des  Moines 

General  population  and  Certain  Age  Groups  -  27 


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TABLE  OF  CONTENTS  2 

Page 

Table  No.  5  —  Comparative  October  Enrollment  and 

Probable  Growth  in  Grades  1  to  6 -  29 

(Predicted  growth  for  each  school  district.  ) 

Table  No.  6  —  Comparative  October  Enrollment  and 

Probable  Growth  in  Grades  1  to  8  by  districts  —  35 

Table  No.  7  —  Comparative  October  Enrollment  and 

Probable  Growth  in  Grades  6  to  3  inclusive  -  36 

(Junior  high  school  years) 

Table  No.  8  —  Comparative  October  Enrollment  and 

Probable  Growth  in  Grades  10  to  12  by  districts  40 
Table  No,  9  —  Ratio  of  Junior  and  Senior  High  School 

Enrollment  to  Elementary  School  Enrollment  -  41 

THE  RELATION  OF  SENIOR  HIGH  SCHOOL  ENROLLMENT  TO  ELEMENTARY 

SCHOOL  ENROLLMENT  ARRANGED  BY  LOCALITIES  -  42 

Table  No.  10  —  East  High  School  Enrollment -  43 

Table  No.  11  —  North  High  School  Enrollment -  44 

Table  No.  12  —  West  High  School  Enrollment -  45 

Table  No.  13  —  Roosevelt  High  School  Enrollment  - -  46 

Table  No.  14  —  Lincoln  High  School  Enrollment  -  47 

Table  No.  15  —  Predictions  for  Grades  10  to  12  by 

Schools  in  1925  - ■ -  48 

Table  No.  16  —  Comparison  Between  1922  Normal  Capacity 

and  Predicted  Enrollment  in  Elementary  Schools  -  49 

Table  No.  17  — -  Number  of  Rooms  and  Normal  Capacity  in 

the  Des  Moines  High  School  Buildings -  53 

ANALYSIS  OF  SCHOOL  BUILDING 
NEEDS  BY  DISTRICTS 

THE  EAST  SIDE. - - - -  55 

Table  No.  18  —  Normal  Capacity  and  Predicted  1925  En¬ 
rollment  — * - — -  56 

(East  side  elementary  schools) 

Proposals  Concerning  East  Side  Elementary  Schools  -  56 

Table  No.  19  —  Cost  of  Adopting  Proposals  for  East 

Side  Elementary  Schools  - 59 

How  Costs  Were  Estimated -  60 

East  Side  Junior  and  Senior  High  School  Situation  - —  60  to  63 
The  Proposed  Solution  for  the  East  Side  Junior  High 

Schools - S3 

Table  No.  20  —  Cost  of  East  Side  Junior  High  School 

Proposals -  65 

Table  No,  21  —  Comparison  of  Building  Capacity  and 

Probable  Enrollment - - —  66 

(East  side  junior  and  senior  high  schools) 

Alternative  Proposals  for  East  Side  Junior  High  Schools  66 
Table  No.  22  —  Effects  of  Adopting  Alternative  Number 

One  for  the  East  Side  Junior  High  Schools  -  67 


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TABLE 


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CONTENTS 


THE  HIGHLAND  PARK  DISTRICT 


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Page 


67 


Table  No.  23  —  Normal  Capacity  and  Predicted  1925 

Enrollment  -  (Highland  Park  Elementary  Schools)-  68 
Proposals  Concerning  Highland  Park  Elementary  Schools  68 

Table  No.  24  —  Cost  of  Adopting  Proposals  for  High¬ 
land  Park  Elementary  Schools  -  69 

Highland  Park  Junior  and  Senior  High  School  Situation  69 
Table  ^o .  25  —  Cost  of  Highland  Park  Junior  High 

School -  70 

Table  No.  26  —  Comparison  of  Building  Capacity  and 

•  Probable  Enrollment - ■ -  70 

(Highland  Park  Junior  High  School) 

THE  WEST  SIDE  SITUATION - - -  71 


Table  No.  27  —  Normal  Capacity  and  Predicted  1925 

Enrollment  — (West  Side  Elementary  Schools)  -  71 

Proposals  Concerning  West  Side  Elementary  Schools  71 

West  Side  Junior  and  Senior  High  School  Situation  75 

The  Proposed  Solution  — (West  Side  Junior  and  Senior 

High  Schools)  -  77 

Table  No.  28  —  Probable  Junior  High  School  Enrollment 
on  the  ‘West  Side  Divided  into  Three  Groups 

Centering  in  the  Three  High  Schools -  82 

Table  No.  29  —  Junior-Senior  High  School  Enrollment 
on  West  Side  Compared  with  Normal  Capacity  of 

».  High  School  Buildings -  83 

Table  No.  30  —  Probable  Junior  and  Senior  High  School 
Enrollment  in  Five  West  Side  Junior  or  Senior 

High  School  Buildings  - -  85 

Table  Ho.  31  —  Cost  of  West  Side  Junior-Senior  High 

School  Proposals - 86 

THE  SOUTH  SIDE  SITUATION -  86 

Table  No.  32  —  Normal  Capacity  and  Predicted  1925 

Enrollment  -  (South  Side  Elementary  Schools)  — 87 
Proposals  Concerning  South  Side  Elementary  Schools  — 

South  Side  Junior  and  Senior  High  School  Situation  —  88- 

Cost  of  Completing  Lincoln  High  School  -  89 

ULTIMATE  SIZE  OF  SCHOOLS - 90 

COST  OF  ALTERNATIVE  BUILDING  PROGRAMS  -  91 

Table  No.  33  —  The  Complete  Proposed  Building  Program  91 

Alternative  Building  Programs  -  93 

Alternate  Number  One  -  96 

Alternate  Number  Two -  97 

Alternate  Number  Three -  __  99 

Alternate  Number  Four - 


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TABLE  OF  CONTENTS  4 

Page 

SUMMARY  OF  COSTS  OF  PROPOSED  AND  ALTERNATIVE  PROGRAMS  -  102 

Table  No.  38  —  Bonded  Indebtedness - - -  103 

Interest  Payments - .  103 

FINANCIAL  POLICY  NEEDED  -  104 

Table  No.  34  —  Taxable  Value  of  Des  Moines  Property  —  105 

Table  No.  35  —  Maturity  Dates  of  Bonds  Outstanding  -  107 

Table  No.  36  —  Comparative  Cost  of  Operating  Large 

and  Small  Schools  - - - -  107 

Table  No.  37  —  Comparative  Cost  of  Labor  in  Maintaining 

Schools -  108 

MANY  RECITATION  ROOMS  IN  ELEMENTARY  SCHOOLS  TOO  SMALL  -  109 

SCHEDULE  FOR  PERIODIC  SURVEYS  -  (Table  Ho.  39)  -  114 

Calendar  for  Periodic  Surveys  -  114 

THE  CARS  OF  EXCEPTIONAL  CHILDREN -  116 

A  CENTRAL  STADIUM  - - - -  118 

HALF  DAY  VERSUS  FULL  DAY  SESSIONS  IN  HIGH  SCHOOLS -  119 


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LIST 


0  F 


CHARTS 


Chart  No,  1  Presenting  Locations  of  the  Fifty  Elementary 

Schools  Operating  in  1S22  and  Showing  the  Ex¬ 
cessive  Amount  of  Overlapping  in  Territories 
Served. 


Chart  No.  2  Presenting  an  Ideal  Arrangement  of  Thirty-eight 

Elementary  School  Locations. Which  Would  Serve 
Better  the  Territory  Now  Served  by  the  Fifty 
Locations  Shown  on  Chart  No.  1. 


Chart  No.  3  Presenting  a  Guide  for  Future  Decisions  in  Re¬ 
ducing  the  Number  of  Elementary  Schools  by 
Adjusting  Their  Location  to  the  Ideal  Plan 
Shown  in  Chart  No.  2. 


Chart  No.  4 


Junior  High  School  Locations  Proposed  in  1920 
Survey. 


Chart  No.  5 


Junior  High  School  Locations  Proposed  in  this 

Survey. 


Chart  No,  S  Showing  Residence  Locations  of  all  pupils 

Attending  the  Adams  and  Douglas  Schools  and 
Certain  Pupils  Attending  the  Phillips  School 
in  April  1922. 

Chart  No.  7  Basis  for  Determining  Size  of  Elementary  and 

Junior  High  Schools. 


Chart  i<o.  3 


Probable  Increase  in  Taxable  Value  of  Des  Moines 

Property. 


Chart  No.  9  Second  Floor  Plan  of  the  Hubbell  School. 


Chart  No. 


10  Second  Floor  Plan  of  the 


Sabin  School. 


SCHOOL  BUILDING  SURVEY 


HISTORY  OF  SCHOOL  BUILDING  SURVEYS  AND  BUILDING  PROGRAMS 

IN  DES  MOINES 


Only  a  brief  statement  of  the  history  of  school  building 
surveys  and  programs  in  this  city  is  advisable  or  necessary  her 
Two  surveys  have  been  made  and  two  programs  recommended — the 
first  in  1917-lS,  and  the  second  in  1919-20*  Both  were  con¬ 
ducted  under  the  direction  of  Dr.  E,  E,  Lewis  of  the  University 
of  Iowa.  As  a  result  of  the  first  one,  bends  in  the  amount  of 
$500 ,000  were  voted  by  the  people,  and  following  the  second 
program  as  outlined  and  presented  to  the  people,  a  total  of 
$3,500,000  in  bonds  was  authorized  by  popular  vote. 

The  191S  Survey 

In  1917~10  Dr,  Lewis  made  certain  studies  here  and  present 
ed  a  report  which  included  a  number  of  recommendations.  I  am 
listing  below  with  comments  only  those  which  appear  to  me  as  be 
ing  most  useful  in  furnishing  a  proper  background  for  our  pre¬ 
sent  considerations, 

It  recommended 

1,  An  addition  to  the  East  High  School  plant  to 
accommodate  the  manual  training  and  home 
economics  laboratories  and  to  provide  more 
space  for  commercial  and  physical  training 
work  ♦ 

Only  a  part  of  this  recommendation 
was  followed.  A  small  frame  structure 
was  erected  on  the  East  High  site 
which  only  partially  accommodates 
the  manual  training  classes, 

2.  That  no  permanent  additions  be  made  to  West 
High  School  but  that  a  six-year  high  school 
building  be  erected  a  mile  and  a  half  or  two 
miles  west  of  the  present  plant  to  accommodate 
approximately  S00  children  in  the  first  unit. 


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-2- 


SCHOOL  BUILDING  SURVEY 


The  new  building  should  be  erected  in  units, 


one  unit 
rollment 


a 


:Vb. 


ry  uve 
increases 


or  six  years  as  the  en* 
il  a  capacity  of  about 


unt 


loOO  is  reached.  The  Rest  High  School  build¬ 
ing  should  be  kept  in  good  repair  so  that 
it  may  continue  to  accommodate  about  1000 
pupils  for  the  next  ten  or  fifteen  years* 


Based  upon  this  recommendation 
$350 ,000  in  bonds  was  voted  and  the 
present  Roosevelt  High  School  site 
purchased* 


The  recommendation  contains  a 
fundamental'  error  and  an  impractical 
proposal  and  implication.  Its  error 
lies  in  a  faulty  basis  for  a  pre¬ 
diction  of  high  school  enrollment  ex¬ 
plained  elsewhere  in  the  surveyor fs 
report.  Its  prediction  was,  con¬ 
sequently,  much  too  conservative  be¬ 
cause  instead  of  using  rate  of  growth 
as  a  be. si s ,  it  merely  averaged  the 
actual  increases  in  high  school  en¬ 
rollment  during  the  previous  five 
years  and  added  this  average  each 
year  up  to  1927-2$.  The  fallacy  of 
this  method  is  proved  by  the  follow¬ 
ing  facts  and  comparisons. 

The  survey  predicted  a  high  school  en¬ 
rollment  of  4600  in  1922-23..  On 
November  1922  the  actual  membership  of 
our  high  schools  was  5073*  It  pre¬ 
dicted  that  in  1927-2$  the  enrollment 
would  increase  to  5600.  Hy  predictions 
shown  later  in  this  report  place  the 
enrollment  in  1924  at  more  than  5700 
arid  in  1927  at  approximately  6300. 

Thus  it  is  clear  that  on  the  basis  of 
exact  figures  and  actual  conditions 
for  1922  end  what  I  believe  will  be 
accepted  as  a  reasonably  accurate  pre¬ 
diction  for  1927,  the  191$  survey 
estimates  Gn  this  point  were  entirely 
too  low. 

This  error  in  estimating  probable  en¬ 
rollment  led  to  a  recommendation  that 
no  addition  be  made  to  Vest  High  School 
with  the  further  implication  that  after 
ten  or  fifteen  years  the  building  might 
be  abandoned.  This  implied  suggestion 


SCHOOL  BUILDING 


-3- 

SURVEY 

concerning  the  abandonment  of  the 
school  I  believe  to  be  wrong  because, 
as  I  shall  show  later,  the  space  will 
be  needed  and  the  site  will  be  suit¬ 
able  for  a  hi0h  school  for  many  years 
in  the  future,  and  it  would  certainly 
be  uneconomical  to  abandon  a  school 
with  some  parts  as  well  built  and  as 
modern  as  the  stone  wing  of  the  West 
High  School* 

3*  That  a  new  six-year  high  school  plant  be  erected 
on  the  south  side  of  the  city,  the  first  unit  to 
accommodate  approximately  1000  pupils* 

This  recommendation  resulted  in  a 
popular  vote  authorizing  a  bond  issue 
of  $150,000.  The  outstanding 
difficulty  here  is  found  in  the  fact 
that  the  bonds  voted  would  scarcely 
make  a.  fair  beginning  in  carrying 
to  completion  the  recommendation. 

Only  a  small  part  of  a  building  of 
the  size  suggested  could  have  been 
constructed  then  or  at  any  time  since 
for  $150,000  especially  when  it  was 
expected  that  the  site  should  also  be 
paid  for  out  of  this  sum. 

Bonds  Sold  But  War  Interfered  with  Program 

As  stated  above  bonds  amounting  to  $500,000  we  re  sanction- 
ed  by  the  people  in  19IS*  They  were  subsequently  sold  and  two 
sites  purchased — one  on  the  south  side  on  which  the  Lincoln 
High  School  is  being  erected,  and  the  other  on  the  west  side 
upon  which  the  Roosevelt  High  School  now  stands.  The  Capital 
Issues  Committee,  a  national  war  or0anization  created  for' the 
purpose  of  restricting  nonessential  buildiiw  ,  would  not  grant 
permission  to  start  the  construction.  Hence,  the  whole  matter 
was  postponed  and  was  not  again  seriously  considered  until 
1920  when  another  survey  was  made. 

The  1920  Survey 

This  survey  was  quite  elaborate,  devoted  much  of  its 
attention  to  a  study  of  the  relative  fitness  of  the  school  plants 
01  the  city,  advocated  the  organisation  of  junior  high  schools, 
presented  some  facts  and  predictions  relative  to  growth  in 
school  attendance,  and  made  the  following  specific  recommen¬ 
dations  concerning  school  house  construction  suggesting  approxi¬ 
mate  locations  and  number  of  rooms  for  the  various  structures 
together  with  estimated  costs  totaling  $3,500,000.  In  each 
c?.se  tne  estimated  cost  was  intended  to  purchase  equipment  as 


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-4- 


SCHOOL  BUILDING  SURVEY 


well  as  to  pay 


for  the  building. 


R  3  co  mme n  da t i o  n  s 


Elementary  Schools 

Adams  - 

Whittier  - 

Elmwood  - 

Crocker  - - 

Douglas  — — - 

Hubbell  - 

Longfellow  - 

Perkins  - 

Riley  - 

Wallace - - - 

Monroe - 


Approx .  L o  cad  ion  Hoc: 

E*  29th  &  Douglas —  4 

E.  loth  &  Guthrie--  4 

30th  and  School -  S 

6th  Ave .  &  School —  6 

3oth  &  Douglas -  2 

42nd  Sc  Center -  4 

E  ,  7  th  &  Mapl  e -  6 

43d '  Sc  College -  4 

53d  Sc  Urbandale -  4 

Ifth  cc  Cleveland  —  6 

30th  &  Hickman -  4 


Estimated 

is  Cost 


-New  bldg. 

5  4o,ooo 

-New  bldg. 

4o , 000 

-New  bldg* 

SO, 000 

-Addition 

60,000 

-Addition 

20,000 

-Addition 

4o , 000 

-Addition 

60,000 

-Addition 

20,000 

-Addition 

4c.,  000 

-Addition 

go , 000 

-Addition 

4o , 000 

Junior  High  Schools 


Amos  Hiatt  - 

East  Des  Moines  - 

Highland  Park  - 

West  Des  Moines  - 

West  Des  Moines  — - 


E, 

12  th 

Sc 

Court  - 

O 

1 — 1 

-Addition 

100 

,000 

E. 

21st 

an 

.d  Des 

Moine 

ry 

O 

30 

~N  ew 

bldg. 

300 

,000 

Cambridg 

&  Ovid  — 

30 

i 

^1 

CD 

bldg. 

300 

,000 

16 

th  &  F 

or 

est  - 

30 

-New 

bldg . 

30c 

,000 

30th  &  K 

ingman  - 

30 

-New 

bldg . 

300 

,000 

To  Complete  Senior  High  Schools 


West  High  School  —  15th  &  Center  Sts. -  300,000 

Roosevelt  High  Sell.  46th  Sc  Chamber  lean  Avenue -  780,000 

Lincoln  High  School  S.W.  <yth  &  Loomis  Avenue - — - 600,000 


53 > 500 ,000 


The  report  contained  some  very  interesting  and  valuable  in¬ 
formation  and  the  announced  program  was  fairly  adequate  insofar 
as  its  proposed  bond  issue  is  concerned,  but  some  of  its  con¬ 
clusions  were  wrong,  these  having  to  do  particularly  with  the 
location,  size,  and  cost  of  junior  high  schools,  and  the  general 
distribution  of  the  additional  school  room  space  proposed. 

These  erroneous  conclusions  may  be  stated  briefly  as  follows: 


1.  The  proposed  locations  for  junior  high  schools  were 
not  made  in  terms  of  a  far-reaching  program  which 
contemplated  the  continued  growth  ox  the  city  and 
the  most  economical  and  systematic  extension  of 
junior  high  school  construction  that  would  aim 
eventually  to  serve  the  entire  city. 

2.  Since  uniform  amounts  ($300,000)  were  proposed  for 
each  of  four  different  localities,  the  assumption 
was  made  that  buildings  of  uniform  size  would  serve 
the  needs  of  each  of  these  communities,  whereas  the 


SCHOOL  BUILDING 


S 


U  R  V  E  Y 

junior  high  school  "population  to  be  served  in 
these  several  communities  varied  in  numbers  be¬ 
cause  of  the  density  of  population  and  the  size 
of  families.  Facts  substantiating  this  state¬ 
ment  mill  be  presented  later. 


3,  The  proposed  locations  of  junior  high  schools  in 
two  localities  would  have  produced  an  unwarranted 
amount  of  overlapping  of  territories  served  by 
these  schools ,  would  have  required  pupils  to 
travel  prohibitive  distances  for  many  years  in 
the  future,  or  eD.se  large  numbers  of  pupils  in 
certain  densely  populated  districts  would  have 
been  deprived  of  the  advantages  of  junior  high 
schools . 


The  objections  cited  in 
above  may  be  observed  by 
which  exhibits  the  1920 
mate  locations.  Each  ci 
location  as  proposed  has 
mile.  Observe,  for  exam 
overlapping  of  districts 
No.  1  and  2  and  also  bet' 


the  paragraph 
studying  Char 
survey  s  propo 
role  enclosing 
a  radius  of  7 
pie,  the  great 
between  sohoc 
ween  numbers  2 


immediately 

t  No .  4- 
sed  appro  xi- 
the  school 
/g>ths  of  a 
amount  of 
1  locations 
and  4, 


No.  2  on  the  chart  represents  the  present  Amos 
Hiatt  School,  or  the  old  East  High  School,  to  which 
the  1920  program  proposed  to  add  a  §100*000  addition. 
Careful  study  of  this  situation  clearly  reveals 
the  fact  that  it  would  be  a  mistake  to  spend  any 
money  on  this  location  as  a  junior  high  school 
for  several  reasons: 


a.  The  site  is  entirely  too  small  and  an  addition 
would  require  the  purchase  of  additional  ex¬ 
pensive  ground, 

b.  If  an  addition  were  made,  the  major  portion  of 
the  plant  would  be  old  and  quite  inadequate. 


c.  Because  of  the  capitol  extension,  the  rapid  ex¬ 
pansion  of  business  houses,  factories  and  rail- 
roabls  to  the  west  and  south,  much  of  the  dis¬ 
trict  around  the  building  will  not  at  any  time 
in  the  future  furnish  students.  At  the  time 
the  proposal  was  made,  and  of  course  at  the 
present  time , aabout  eighty  or  ninety  per  cent 
of  the  pupils  attending  the  school  were  coming 
from  the  north. 


The  location  here,  when 
with  the  proper  location 
have  created  a  territory 


considered  together 
of  school  No.  5>  would 
between  the  north 


d 


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-6- 


SCHOOL  BUILDING  SURVEY 

boundary  line  of  school  No.  2  and  the  south 
boundary  line  of  school  No.  5 >  which  would 
have  been  cut  off  from  junior  high  school 
opportunities  and  would  have  been  too  small 
to  justify  the  erection  of  another  building 
thus  perpetuating  in  this  district  an  eight 
grade  elementary  school  (V! allace)  ,  an 
arrangement  which  the  program  proposed  to 
change . 


Some  of  the  points 
high  school  locations 
in  a  different  way  in 
of  Chart  No.  5* 


in  connection  with  these  junior 
will  be  discussed  again  perhaps 
connection  with  the  discussion 


4*.  Uhils,  as  stated  above,  the  total  program  was  fairly 
adequate  to  the  needs  of  the  city  in  general  so  far  as 
additional  school  room  space  is  concerned,  there  was 
a  miscalculation  in  determining  the  amount  of  this 
space  needed  and  provided  on  the  west  side  of  the 
river  as  compared  to  the  amount  apportioned  to  the. 
east  side,  as  is  explained  later. 


A  NE V  SURVEY 


For  the  several  reasons  stated  above,  it  was  regarded  as 
being  essential  that  a  new  survey  be  made  and  a  new  program 
formulated  accepting  those  proposals  of  the  191&  and  1920  sur¬ 
veys  which  seem  feasible  but  modifying  and  extending  them  in 
terms  of  a.  more  comprehensive  and  practical  plan. 


Together 


_  with  my  other  duties  I  undertook  an  investigation 

of  these  problems  early  in  the  school  year  of  1920-21  during  tin 
time  when  no  building  could  actually  be  done  because,  while 


bonds  totaling  $3 ,500,000  had  been  voted  in  March  1920,  under 
the  existing  laws  and  the  prevailing  conditions  of  the  market, 

This  gave  time  for  some  preliminary 


no 
studies 


mng 

bonds  could  be  sold. 

ending  action  of  the  39 General  Assembly  and  the  sale  of  part 
f  the  bonds,  which  took  place  in  the  spring  of  1921  and  made 
ossible  the  beginning  of  the  two  new  high  schools  and  some  of 
he  grade  school  additions. 


In  doing  this  work  and  in  the  present  report  I  have  kept  in 
mind  several  general  aims  as  follows: 

1,  To  establish  an  accurate  basis  and  method  of  procedure 
for  anticipating  additional  school  room  space  for 
the  city  in  general  and  for  each  particular  locality 
before  it  is  needed  and  unwarranted  congestion 
occurs.  This  requires  that  facts  be  assembled  in 
such  a  manner  as  to  make  possible  a  continuing  survey, 


-cV 

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-7- 

SCHOOL  BUILDING  SURVEY 

2.  To  predict  the  growth  and  location  of  the  school 
population  particularly  at  five-year  intervals 
up  to  19^0 >  in  order  that  any  decision  concern¬ 
ing  the  location  of  buildings  may  be  made  in 
terms  of  probable  future  locations, 

3.  To  suggest  provisions  for  the  gradual  completion 
of  the  plan  to  reorganize  the  school  system  on 
the  7-3-3  basis;  that  is,  to  establish  elementary 
schools  consisting  of  the  kindergarten  and  the 
first  six  grades,  junior  high  schools  includ¬ 
ing  grades  7>  &  end  9j  and.  senior  high  schools 
for  grades  10,  11,  and  12. 

4.  To  provide  adequate  and  proper  school  facilities 
for  special  types  of  pupils  (tuber culax ,  deaf, 
mentally  defective,  retarded,  delinquent,  etc.) 

5.  To  estimate  the  cost  and  recommend  the  amount, 
kind  and  distribution  of  additional  school  room 
space  required  to  relieve  the  congestion  in 
various  schools  and  render  as  nearly  equal  as 
possible  the  educational  opportunities  in  all 
localities  in  the  city, 

6.  To  recommend  a  program  of  consolidation  of 
certain  schools  and  the  elimination  of  other 
old  and  improperly  located  buildings  so  that  as 
soon  as  practicable  Des  Moines  will  have  only 
as  many  school  plants  properly  placed  as  are 
necessary  to  accommodate  the  pupils,  keeping  in 
mind  the  particular  needs  of  special  activities 
and  groups  ox  pupils,  the  ages  of  children  and 
reasonable  distances  from  homes  to  schools, 

Basic  Assumptions 

rith  these  aims  in  mind  but  with  certain  variations,  I  have 
held  to  certain  basic  assumptions  which  are  as  follows: 

1,  There  should  be  provided  in  the  school  system  one 
seat  or  place  for  every  child  in  this  city  who 
attends  school,  and  this  seat  or  place  shall  be 
available  to  him  for  the  full  time  during  each 
school  day  of  the  school  year. 

2,  In  terms  of  educational  aims,  the  entire  school 
organization  should  be  made  to  meet  the  varying 
needs  of  the  pupils  of  different  ages,  physical 
fitness,  mental  ability,  and  vocational  aims  and 
aptitudes. 


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SCHOOL  BUILDING  SURVEY 

3.  That  the  main  divisions  of  the  school  system 
shall  be  the  elementary  school  for  the  first 
seven  grades,  the  junior  high  school  for  grades 
7,  8  and  9*  and  the  senior  high  school  for 
grades  10,  11  and  12* 

4.  Since  the  children  in  the  elementary  schools 
*.vill  attend  the  kindergarten  and  the  grades  from 
1  to  6  inclusive  during  the  ages  ranging  from 

5  to  12,  they  should  not  be  expected  to  walk 
further  than  approximately  one  half  mile  from 
home  to  school. 

5.  Since  pupils  in  junior  high  schools  range  in 

age  from  13  to  15,  they  may  be  expected  to  travel 
further  to  reach  school  than  elementary  school 
pupils,  but  should  net  be  required  to  walk  more 
than  7/oths  of  a  mile  or  a  mile. 

6.  Since  senior  high  school  pupils  range  in  age 
from  lo  to  IS,  and  since  the  highly  specialized 
equipment  of  high  schools  is  quite  expensive 

to  the  city,  especially  when  not  in  use  the 
maximum  amount  of  time  by  the  maximum  number  of 
students,  it  is  proper  to  locate  a  few  large 
high  schools  at  strategic  points  keeping  in  mind 
transportation  facilities  as  well  as  geographic 
locations, 

7*  That  it  is  cheaper  and  better  for  educational 
purposes  to  operate  large  schools  rather  than 
small  ones. 

8.  That  there  should  be  as  few  buildings  as  con¬ 
sistency  with  assumptions  4,  5  and  6  will  permit, 

9,  That  when  the  territory  is  served  in  accordance 
with  assumptions  4,  5  -and  6,  the  problem  of 
accommodating  increased  numbers  of  pupils  should 
be  solved  by  enlarging  the  buildings,  not  by 
building  new  ones. 

10.  That  buildings  should  always  be  so  planned  and 
constructed  as  to  render  economical  and  easy  the 
erection  of  future  additions. 

11,  That  all  poorly  lighted  and  ventilated  basement 
rooms  and  temporary  buildings  should  be  abandoned 
as  regular  classrooms  as  soon  as  possible. 


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12. 


SCHOOL  BUILDING  SURVEY 

That  a  policy  of  economy  and  equalization  of 
educational  opportunity  requires  the  abandon¬ 
ment  and  disposal  of  several  old  buildings  which 
are  now  excessively  expensive  to  maintain  and 
are  so  poorly  arranged  and  equipped  as  to  limit 
education.nl  advantages. 

13*  That  it  is  economy  to  make  sure  of  permanent 

locations  and  build  well,  thus  reducing  largely 
the  cost  of  upkeep  of  the  school  plant. 

l4.  Schools  should  be  so  constructed  as  to  serve 
not  only  as  a  means  of  meeting  in  a  modern  way 
the  educational  needs  of  the  children  but  also 
of  the  community  in  general. 

(While  this  assumption  determines  more  largely 
the  actual  planning  of  the  school  buildings  than 
it  does  the  question  of  location,  size  and  cost, 
it  does,  nevertheless,  enter  into  all  of  these 
aspects  of  the  problem  and  is  stated  here  even 
though  this  report  is  not  written  for  the  pur¬ 
pose  of  presenting  the  detailed  educational 
features  having  to  do  largely  with  school  house 
planning.) 

Application  of  the  Assumptions 

As  stated  above,  one  of  the  assumptions  upon  which  I  have 
worked  is.  that  elementary  schools  .should  be  located  a  mile 
apart  with  as  little  overlapping  of  territories  as  possible  so 
that  the  maximum  amount  of  territory  may  be  served  by  schools 
thus  located.  This  assumption  was  made  because  I  believe  that 
children  in  elementary  schools  can  go  these  distances  without 
hardship  and  that  schools  should  not  be  located  nearer  than 
this  for  two  reasons: 


1.  It  is  Uneconomical 

2.  It  Reduces  Educational  Advantages 

Why  it  is  Uneconomical  — 

If  there  are  more  school  plants  than  are  needed  properly  to 
serve  the  territory,  there  is  as  a  consequence  an  inflated  in¬ 
vestment  and  cost  of  operation  and  maintenance.  (See  "Compara¬ 
tive  Cost  of  Operating  Small  and  Large  Schools"  Appendix)  , 

Such  a  policy  requires  the  purchase  of  too  many  sites,  the 
erection  of  too  many  separate  buildings,  the  installation  and 
operation  of  too  many  heating  plants,  end  an  increased  cost  for 
overhead  particularly  for  salaries  of  principals. 

Des  Iloines  is  now  forced  to  spend  an  excessive  amount  of 
money  each  year  for  the  operation  of  its  elementary  schools  be- 


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1,  Lincoln 
2«  Crocker 

3.  Sabin 

4.  Bird 

5*  Franklin 

6.  McHenry 

7.  Grant 

8.  Nash 

9.  Casady 

10.  Cooper 

11.  Given 

12.  Kirkwood 

13.  Elmwood 

14 .  Monr  oe 

15.  Greenwood 


CHART  NO.  1 

Presenting  locations  of  the  50  Elementary  Schools  operating  in  1922  and  showing  the  excessive 

amount  of  overlapping  in  territories  served 


DOUGLAS 


Q 


. — K 

I  A,  V 


Lincoln 

Crocker 

Sabin 

Bird 

Franklin 

McHenry 

Grant 

Nash 

Casady 

Cooper 

Given 

Kirkwood 

Elmwood 

Monroe 

Greenwood 


WAKOMOA 
COUNTRY 
CLUfc. 


I _ 


16#  Hubbell 

17.  Perkins 

18.  Rico 

19.  Riloy 

20.  Windsor 

21.  Ha  new  a  It 

22.  Frisbie 

23.  Curtis 

24.  Benton 


SCHOO  L  OliTSiCT  LIMITS 


_  SCHOOL  DUTlilCT  L  I  fA  »  T  S  - 

“  «■  I  •  -  ■  *■  -  •  .Mil  ■  •  MMMM.  .  -  -  

25*  Lucas 
26.  Emerson 
..j  27.  Logan 

28.  Longfellow 

29.  Webster 

30.  Wallace 

31.  Whittier 

32.  Cattail 

33.  Clarkson 

34.  Saylor 
36.  Oak  Pork 

36.  Brooks 

37.  Phillips 


!-  -INDLPLNDLNT 
|  JtH  OOL  DlJ’TPlCT- 
i  DU  Momw  Iowa* 


38.  Adams 

39.  Douglas 

40.  Stowe 

41.  *illard 

42.  Scott 

43.  McKinley 

44.  Washington 

45.  Howe 

46.  Bly 

47.  Park  Avenue 

48.  Jefferson 

49.  Barton 

60.  Maple  Grove 


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1.  Lincoln. 

2.  Crooker 

3*  Sabin 
4.  Bird 

8.  Nash 

9.  Casady 

13.  Elmwood 

14.  Monroe 

16.  Greenwoo 

16.  Hubbell 

17.  Perkins 

18.  Rioe 

19.  Riley 

20.  Windsrjr 

21.  Hanavralt 

22.  Frisbie 


CHART  NO.  3 


Presenting  a  guide  for  future  decisions  in  reducing  the  number  of  Elementary  Schools  by 
adjusting  their  locations  to  the  ideal  plan  shown  on  Chart  No.  3. 


1.  LincolnT 
Crocker 

3*  Sabin 
4.  Bird 
8.  Nash 
9*  Casady 

13.  Elmwood 

14.  Monroe 
16.  Greenwood 

16.  Hubbell 

17.  Perkins 

18.  Rice 

19.  Riley 

20.  Winds*crr 

21.  Hanavralt 

22.  Frisbie 


_scnooi.  district  Limits.. 


•iNDtPlNDLHT 

|  Jtn  OOL  DlJ-TBlCT 
i  DE.y  Momty.  Iowa- 


23.  Curtis 

24.  Bent bn 

25.  Luca 8 
27.  Logan 

§8:  M!ellaw 

31;  New  Wittier 
'32.  Cattell 
33.  Clarkson 
34#  Saylor 
35.  Oak  Park 


SCHOOL  DlATUlCT  LIMITS 


Open  circles  represent  present  locations, 
j  Cross-hatched  ciroles  represent  new  locations* 


36.  Brooks 

37.  Phillips 

38.  Adams 

39.  Douglas 

40.  Stowe 

41.  Willard 

42.  Scott 

43 .  McKinley 


44.  Washington 

45.  Howe 

46.  Bly 

47.  Park  Avenue 

48.  Jefferson 

49.  Barton 

50.  Maple  Grove 


limits 


CHART  NO.  4 

Junior  Hi&h  School  locations  proposed  in  1920  survey 


kJ 

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D  Q  V  G  L  *5  1 

SCHOOL  DISTRICT  LIMITS 


ntu 


-10- 


SCHOOL  BUILDING  SURVEY 

cause  we  have  more  of  them  than  we  need  to  serve  the  territory 
upon  which  they  are  located*  This  is  admirably  illustrated  in 
Chart  No.  1,  which  show's  the  locations  of  the  fifty  elementary 
schools  now  in  operation  in  Des  Moines*  Some,  but  not  all  of 
these  overlapping  areas,  are  the  result  of  the  independent 
development  of  the  several  school  districts  which  formerly  exist¬ 
ed^  within  the  city  limits  before  the  consolidation  in  19Q0, 

School  No.  o  for  instance,  the  Nash  School,  located  at  Sixteenth 
Street  and  Forest  Avenue,  was  built  when  all  of  the  surrounding 
schools  were  in  operation.  This  was  also  true  of  school  No.  3? 
in  the  Highland  Park  district. 

As  time  passes  Des  Moines  should  work  out  of  this  dilemma# 

He  should  so  plan  the  selection  of  school  sites,  the  consolidation 
of  certain  schools,  and  the  elimination  of  others  that  the 
elementary  school  locations  may  approach  as  nearly  as  possible  the 
situation  pictured  in  Chart  No,  2,  which  is  inserted  here  merely 
to  show  the  possibilities  of  an  ideal  arrangement.  On  Chart  No.  1 
it  will  be  observed  that  there  are  at  present  twenty-two 
elementary  schools  west  of  the  Des  Moines  River  and  north  of  the 
Raccoon  River,  Chart  No.  2  shows  that  this  same  territory  would 
be  better  served  with  fourteen  schools  if  they  were  properly 
located.  In  the  same  manner  on  Chart  No,  1  there  are  shown  the 
fifty  elementary  schools  which  we  now  operate,  while  the  entire 
city  would  be  very  much  better  served  as  shown  on  Chart  No#  2 
with  thirty-eight  schools* 

Chart  No,  3  is  patterned  somewhat  after  the  ideal  locations 
shown  on  Chart  No,  2  but  it  has  been  reduced  to  a  practical 
working  basis  for  future  planning.  All  of  the  open  circles 
surround  schools  which  are  now  in  operation  but  have  been  so 
selected  as  to  provide  the  least  overlapping  of  territories  and 
at  the  same  time  serve  the  proper  localities# 

The  condition  of  the  building  has  been  kept  in  mind  in  re¬ 
gaining  those  represented  by  open  circles  and  in  eliminating  the 
several  which  have  not  been  placed  on  the  chart.  Those  retained 
are  more  or  less  modern  and  are  in  relatively  good  condition, 
while  those  eliminated  are  old  and  expensive  to  operate  and  main¬ 
tain.  This  is  illustrated  by  No.  6,  which  is  the  Nash  School 
built  within  the  last  five  or  six  years. 

The  circles  which  are  lettered  and  contain  crosshatching  are 
proposed  as  approximate  locations  for  elementary  schools  to  be 
built  sometime  in  the  future.  There  are  two  schools  containing 
crosshatching  which  are  numbered — one  in  Highland  Park,  No.  .34-, 
and  one  just  north  of  the  Des  :loines  River  on  the  east  side, 

No.  24-.  The  former  is  the  number  of  the  Saylor  School,  and 
the  latter  is  the  number  of  the  Benton  School.  An  examination  of 
Chart  No.  1  will  show  the  present  location  of  these  buildings.  Cn 
the  chart  now  under  consideration  I  have  proposed  a  shift  in  the 
locations  of  these  buildings  for  the  following  reasons: 


o' 


-11- 


SCHOOL  BUILDING  SURVEY 
School  No,  34  -- 


Its  present  location  as  shown  on  Chart  No,  1  is  pro¬ 
perly  situated  for  a  junior  high  school  for  this" 
locality.  The  building  is  a  new  one,  is  of  a  two- 
story  type,  and  can  be  made  a  part  of  a  junior  high 
school  as  explained  later.  The  district  to  the  north¬ 
east  of  its  present  location  is  growing  in  population 
steadily  and  7; ill  someday  need  a  school  building  even 
tnough  part  of  the  territory  of  a  school  located  as 

it  is  shown  on  Chart  No.  3  will  extend  north  of  the 
city  limits.  With  this  arrangement  there  will  be 
eventually  four  elementary  schools  surrounding  the 
center  upon  which  a  junior  high  school  will  be  located. 

School  No,  24-  — 

I  have  shifted  the  location  of  school  No.  24  thinking 
that  if  this  community  at  any  time  in  the  future  in-° 
creases  in  population,  the  present  Benton  School, which 
is  a  frame  building,  should  be  abandoned,  and  a  new 
and  more  permanent  structure  erected  at  the  proper 
point  between  the  Curtis  and  Scott-  Schools,  Nos.  23 
and  42  respectively. 

If  this  chart  (No.  3)  can  be  kept  constantly  before  those 
who  have  the  responsibility  for  the  determination  of  these 
policies,  it  will  guide  them  in  making  intelligent  decisions 
with  reference  to  this  important  problem,  I  have  tried  in  this 
chart  to  select  the  schools  which  now  exist  and  indicate  the 
other  additional  locations  in  such  a  way  as  completely  to  cover 
the  territory  as  satisfactorily  and  consistently  as  both 
financial  economy  and  walking  distances  for  the  children  will 
permit.  Other  schools  not  indicated  on  the  chart  in  the  out¬ 
lying  districts  can  always  be  so  located  as  to  serve  the 
territories  and  not  unduly  overlap  the  other  districts, 

I  have  left  some  distance  between  the  circle  lettered  "  C" 
in  northeast  Des  Moines  and  school  No,  3S,  but  it  is  quite  im¬ 
probable  that  this  territory  will  ever  contain  a  sufficient 
number  of  residences  to  justify  a  school  because  it  is  a  rail¬ 
road  section  and  is  virtually  a  swamp.  However,  when  the  time 
comes  for  consideration  of  the  location  of  the  school  11 0" ; 
the  prospects  of  development  in  that  community  should  be  studied 
in  determining  the  “exact  location  of  this  building  and  if  the 
swamp  is  ever  reclaimed,  school  "C"  might  be  located  a  little 
further  west  and  another  one  placed  between  it  and  school  No.  3&* 

There  are  two  other  rather  large  populated  areas  which  are 
not  served  as  well  as  may  be  desired  according  to  this  chart. 

The  one  is  located  just  south  of  Wav el and  Park,  and  the  other 
one  west  of  the  State  Fair  Grounds.  I  do  not  see  how  these 
conditions  can  be  remedied,  however. 


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-12- 


SCHOOL  BUILDING  SURVEY 


Further  analysis  of  the  chart  will  show  that  on  the  west 
side  of  the  river  I  have  removed  the  circles  representing  the 
following  schools: 


1.  Franklin 

2 ,  McHenry 
3*  Grant 

4,  Old  Cooper,  now 
Crocker  Grammar 

5.  Given 

o»  Kirkwood 


No#  5  “  Thirteenth  &  Crocker  Streets 
No.  b  -  Seventeenth  &  Crocker  Streets 
No.  7  -  Twenty-third  &  Cottage  Grove  Ave. 

No. 10  -  Thirteenth  &  Ascension  Streets 
No. 11  -  Twenty-first  &  Forest  Ave. 

No. 12  -  Twenty-seventh  &  Clark  Streets 


All  of  these  buildings  are  old,  lack  modern  arrangement  and 
equipment,  and  are  expensive  to  maintain.  (See  "Cost  of  Main¬ 
taining  Old  Buildings"  in  Agjsoni€fej,x. )  The  schools  surround¬ 
ing  these  neighborhoods,  as  shown  on  Chart  No.  3>  should  re¬ 
ceive  additions  if  the  population  in  this  entire  section  in¬ 
creases,  and  as  time  passes  these  additions  should  be  made  large 
enough  to  permit  the  abandonment  and  disposal  of  the  six  schools 
named  above.  This  would  nake  available  to  the  children  in  this 
section  of  the  city  modern,  sanitary  and  "well-equipped  buildings 
with  ample  playgrounds  and  at  a  lower  cost  than  will  be  involved 
in  the  maintenance  of  all  of  these  separate  plants  many  of 
which  can  never  be  made,  except  with  an  excessive  expenditure  of 
money,  the  kind  of  building  in  which  pupils  may  live  the  most 
wholesome  life  and  receive  the  best  opportunities.  I  predict 
that  as  a  result  of  the  reduction  of  population  the  Franklin 
School  can  be  abandoned  within  the  next  three  years  by  merely 
transferring  its  pupils  without  adding  space  to  the  surrounding 
schools . 


Again  examining  Chart  No.  3 >  it  will  be  observed  that  I  have 
removed  three  schools  on  the  east  side,  as  shown  on  Chart  No.  lt 
by  circles  26,  29  and  yi%  These  schools  are 


1.  Emerson  No.  26 

2.  Webster  No.  29 

3.  Whittier  No.  31 


East  Sixteenth  &  Maple  Streets 
East  Twelfth  and  Lyon  Streets 
East  Fourteenth  &  Washington  Sts. 


With  the  exception  of  the  Whittier  School,  which  should  be 
used  for  another  purpose  as  explained  later  in  the  report,  the 
same  policy  should  be  pursued  with  these  schools  as  I  have 
suggested  for  the  six  schools  on  the  west  side.  If  this  policy 
is  adopted  and  carried  out,  it  will  be  possible  to  serve  with 
forty-one  schools  the  territory  which  now  requires  the  operation 
of  fifty.  The  schools  on  Chart  No.  3  with  crosshatching,  of 
course,  would  serve  new  territory. 


Why  it  Reduces  Educational  Advantages  — 


Numerous  small  buildings  instead  of  large  ones. 


0 


T  T 


>  .. 


CHART  NO.  5 

Junior  Hi&h  School  locations  proposed  in  this  survey 


-13- 


SCHOOL  BUILDING  SURVEY 

1.  Render  impossible  the  grading  and  grouping 
of  pupils  in  accordance  with  their  abilities 
and  special  needs. 

2.  Will  not  justify,  because  of  the  expense  in¬ 
volved,  the  provision  of  some  features  essential 
to  a  modern,  educational  program,  namely, 
gymnasiums,  libraries,  lunch  service,  auditoriums, 
motion  picture  equipment,  etc. 

3.  Hake  impossible  the  proper  departmentalization 
of  work  thus  depriving  the  pupils  of  the 
services  of  specially  trained  teachers  and 
requiring  all  teachers  to  teach  all  subjects. 

Junior  High  School  Locations 

As  a  part  of  the  preliminary  work  done  during  the  winter  and 
spring  of  1920-21,  I  made  a  careful  study  of  the  drift,  location, 
and  distribution  of  school  population  with  particular  reference 
to  pupils  of  junior  high  school  age.  This  made  possible  the  lay¬ 
ing  out  a  complete  plan  for  the  probable  future  extension  of 
junior  high  school  opportunities  to  all  sections  of  the  city. 

It  also  provided  such  a  basis  that  any  decisions  made  regarding 
the  location  of  certain  junior  high  schools  at  that  time  under 
consideration  could  be  made  intelligently  and  with  proper  attention 
to  the  most  probable  location  of  junior  high  schools  tc  be  built 
during  the  next  twenty  years,  all  of  them  being  so  located  that 
all  of  the  populated  territory  of  the  city  will  be  served  with  as 
few  schools  as  are  necessary  and  with  as  little  duplication  of 
districts  as  practical  conditions  will  permit. 

The  results  of  this  study  are  pictured  on  Chart  No.  5> 
which  in  another  form  was  used  by  the  Board  as  a  guide  in  pur¬ 
chasing  three  sites  to  which  later  reference  will  be  made.  These 
sites  were  Nos,  2,  3  and  4, 

The  district  imme  diately  west  of  the  river  and  north  of 
Grand  Avenue  is  cn e  of  the  densely  populated  areas  of  the  city. 

It  is  exactly  a  mile  and  three  quarters  from  Grand  Avenue  on  the 
south  to  the  bend  in  the  river  on  the  north,  and  a  large  portion 
of  this  territory  will  always  be  used  for  residential  purposes. 

It  seems  logical,  therefore,  that  a  junior  high  school  be 
located  in  such  a  position  as  most  advantageously  to  serve  this 
section,  hence  the  location  of  school  No.  1  as  shown  on  the  chart. 
Recognizing  as  we  have  the  importance  of  a  school  in  this  neighbor* 
hood,  although  up  to  this  time  the  need  has  not  been  extremely 
urgent,  we  have  all  given  a  good  deal  of  attention  to  the  problem 
of  locating  a  site  but  as  yet  no  decision  has  been  reached.  Not¬ 
withstanding  this  fact,  it  has  been  of  great  value  to  recognize 
that  this  is  the  approximate  location  for  a  junior  high  school 
which  must  be  built  in  order  that  it  might  serve  on  the  west  side 
as  a  sort  of  pivotal  location  in  consideration  of  which  sites  to 


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-14- 


SCHOOL  BUILDING  SURVEY 
the  -vest  would  he  selected. 

Having  this  approximate  location  in  mind  and  the  opportunity 
at  hand,  the  Board  purchased  a  twenty  acre  wooded  tract  in  the 
location  of  school  No.  3  on  the  chart.  At  the  time  it  was 
recognized  that  it  might  be  necessary  to  select  a  site  for  school 
No.  1  somewhat  further  west  than  indicated  on  the  chart  and  for 
that  reason  it  would  be  desirable  to  secure  a  site  for  school 
No.  3  approximately  a  quarter  of  a  mile  west  of  the  location  shown 
in  order  to  avoid  overlapping  with  No.  1  and  to  serve  somewhat 
more  conveniently  the  district  surrounding  Polk  Boulevard  and 
Center  Street.  Such  a  plan  seemed  impractical  and  uneconomical 
since  it  would  have  been  necessary  to  purchase  property  upon  which 
many  houses  have  already  been  built.  On  the  west  side  of  the 
river,  therefore,  site  No.  3  has  been  purchased  and  the  erection  of 
a  junior  high  school  upon  it  is  contemplated.  There  will  also  be 
the  need  for  a  junior  high  school  in  circle  No.  1,  but  this  site 
has  not  been  selected.  Schools  shown  at  the  approximate  locations 
of  circles  Nos.  6,  S  and  10  will  someday  be  needed,  but  for  these 
no  sites  have  yet  been  purchased. 

On  the  east  side  of  the  river  a  good  deal  of  study  was  given 
to  the  advisability  of  spending  the  2100,000  voted  in  the  1920 
bond  issue  on  the  Amos  Hiatt  Junior  High  School  located  at  East 
Twelfth  and  Court  Avenue,  as  pictured  on  Chart  No.  4-.  The  reasons 
v;hy  it  was  concluded  that  this  would  be  a.  bad  policy  have  already 
been  discussed,  but  those  reasons  are  somewhat  more  clearly  re¬ 
vealed  on  the  chart  now  under  consideration  (Chart  No.  5)  because 
it  shows  that  this  school,  school  No.  2,  has  been  so  located  on 
the  site  at  East  Fourteenth  and  University  Avenue  as  to  put  it 
largely  in  the  center  of  a  district  which  is  now  quite  densely 
populated  and  is  growing  rapidly  to  the  northeast,  but  also  takes 
the  south  boundary  line  of  the  school  fairly  well  out  of  the  rail¬ 
road  and  factory  section  south  of  the  Capitol,  and  at  the  same 
time  creates  on  the  north  contiguous  territory  with  school  No. 
the  logical  location  of  which  is  quite  apparent  even  from  a  brief 
study  of  the  conditions,  thus  avoiding  a  rather  large  territory 
just  east  and  south  of  Union  Pe„rk  which,  under  the  plan  of  the 
1520  survey,  would  not  have  had  junior  high  school  opportunities. 
Having  determined  upon  these  two  locations  in  building  the  chart, 
it  was  logical  to  place  another  junior  high  school  as  far  east  as 
possible  to  avoid  overlapping  No,  2  and  as  far  north  as  would  be 
advisable  to  serve  the  territory  being  developed  for  residential 
purposes  rather  rapidly  along  Guthrie  Avenue  to  the  north  and 
around  Hubbell  Boulevard,  but  at  the  same  time  serve  the  territory 
to  the  southeast  around  the  Willard  Elementary  School,  which  is 
indicated  on  the  chart.  This  ideal  location  on  the  original  chart 
from  which  we  worked  was  found  to  be  at  East  Twenty-sixth  and 
University  Avenue  r.ot  quite  a  quarter  of  a  mile  east  of  the  sits 
indicated  in  circle  No.  4  on  this  chart,  but  a  careful  study  of 
the  entire  neighborhood  by  all  of  the  Board  Members  revealed  the 
fact  that,  while  some  open  territory  was  available  at  East  Twenty- 
sixth  and  University,  the  logical  location  for  the  school  at  that 


15- 


SCHOOL  BUILDING  SURVEY 

point  would  have  put  it  on  a  hill  requiring  an  excessive  amount  of 
grading  and  a  consequent  unjustifiable  expense.  Inasmuch  as  a 
beautiful  ten  acre  tract  of  level  land  at  East  Twenty- fourth  and 
University,  which  is  the  exact  location  shown  on  the  chart,  could 
be  secured,  and  believing  that  the  territory  between  the  t*vo 
schools  will  someday  be  unusually  densely  populated,  it  was 
decided  to  place  this  school  at  East  Twenty- fourth  and  University, 
as  shown  on  the  chart.  In  1920,  $300,000  was  voted  to  erect 
somewhere  in  this  vicinity  a  junior  high  school,  but  no  funds  were 
voted  for  a  school  shown  on  the  chart  at  location  No.  2.  Not¬ 
withstanding  this  latter  fact,  the  Board  purchased  ten  acres  at 
this  point  while  it  was  available  at  a  reasonable  price  with  the 
thought  that  sometime  the  people  would  be  asked  permission  to 
transfer  the  $100,000  previously  voted  for  .an  addition  to  Amos 
Hiatt  to  location  No.  2  and  add  a  sufficient  amount  to  it  to  make 
possible  the  construction  here,  of  a  school  large  enough  and  of  the 
type  required  to  serve  the  territory  indicated. 

School  shown  in  circle  No.  5  is  located  exactly  on  the  present 
site  of  the  Saylor  Elementary  School  with  the  idea  that  the 
Saylor  School  building,  being  of  the  two-story  type,  can  rather 
conveniently  be  made  a  part  of  a  large  junior  high  school  here 
for  reasons  explained  later. 

Circle  No.  12  shows  the  possibility  of  a  future  location  to 
meet  the  needs  of  this  rapidly  growing  community.  However,  no 
site  has  been  purchased  here.  On  the  south  side  of  the  river 
three  suggested  approximate  locations  are  indicated  by  circles 
Nos,  7,  9  and  11.  No  sites  here  have  as  yet  been  purchased,  but 
this  arrangement  shows  how  junior  high  schools  may  be  located  in 
the  future  so  that  all  of  this  territory  will  be  served  and  at 
the  same  time  reserve  territory  to  the  east  and  west,  which  if 
later  developed,  may  be  furnished  junior  high  schools  without 
overlapping  the  territories  to  be  served  by  the  schools  indicated. 
It  will  probably  be  several  years  before  any  one  of  these  schools 
will  be  needed. 

Having  made  a  start  on  the  purchase  of  the  sites  indicated 
on  this  chart,  and  looking  forward  to  the  extension  throughout 
the  entire  city  of  junior  high  schools,  this  chart  ought  to 
serve  as  a  guide  to  all  future  Boards  in  the  selection  of  sites 
for  this  purpose  and  such  decisions  diould  be  made  whenever  the 
Board  can  be  absolutely  sure  that  junior  high  school,  space  will 
be  needed  in  these  approximate  locations  even  though  t he  buildings 
will  not  be  erected  for  several  years  in  the  future,  Each  of  the 
sites  should  contain  at  least  ten  acres.  This  being  the  case, 
the  problem  becomes  increasingly  difficult  and  expensive  in  pro¬ 
portion  as  the  districts  are  populated.  Therefore,  as  many  of 
these  sites  as  the  Board  can  be  assured  will  be  needed  and  as  can 
be  financed  within  the  limits  of  reasonable  annual  expenditures, 
should  be  purchased  within  the  next  four  or  five  years. 


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-16- 


SCHOOL  BUILDING  SURVEY 

My  predictions  shown  elsewhere  in  the  report  indicate  that 
by  194-0  we  shall  have  an  enrollment  in  the  seventh,  eighth  and 
ninth  grades  or  in  the  junior  high  school  years  of  more  than 
12,000  students.  If  all  of  the  territory  covered  by  the  circles 
and  indicated  on  Chart  No.  5  develops  sufficiently  to  justify  the 
twelve  schools,  they  would  obviously  have  an  average  attendance 
of  about  1000,  If  there  were  fewer  junior  high  schools  than 
twelve,  the  average,  of  course,  would  be  larger.  If  we  assume, 
however,  that  no  other  territory  than  that  which  is  covered  by  the 
circles  will  have  to  be  served  even  during  many  years  following 
1940,  and  also  that  an  area  to  be  served  by  a  circle  of  territory 
a  mile  and  three  quarters  in  diameter  will  produce  loOO  children 
of  junior  high  school  age,  and  this  is  probable,  as  shown  later 
under  the  head  of  "Ultimate  Size  of  School  Buildings",  each^of 
these  schools  can  be  enlarged  sufficiently  to  accommodate  lSOO 
students  and  these  twelve  locations  would  serve  the  entire  city 
until  the  junior  high  school  population  exceeds  21,600,  which  vail 
undoubtedly  be  many  years  after  1940 » 

CERTAIN  DECISIONS  ALREADY  HADE  BY  THE  BOARD 

In  the  previous  pages  I  have  referred  to  and  explained  some 
decisions  with  reference  to  the  building  program  which  the  Board 
has  made  since  the  spring  of  1920 .  I  shall,  therefore,  list  and 
explain  below  only  a  few  of  the  most  important  ones  which  have  not 
hitherto  been  mentioned. 

Locating  the  New  Elmwood  School 

A  great  deal  of  study  by  all  of  the  Board  Members  and  myself 
was  given  to  this  problem.  The  1920  survey  proposed  that  the  old 
Elmwood  School  be  wrecked  and  that  a  new  site  to  the  south  be 
purchased  upon  which  the  new  building  should  be  erected.  Many 
alternative  propositions  were  considered,  but  it  was  finally  de¬ 
cided  that  the  present  location  is  the  proper  one  in  view  of  the 
probable  future  development  of  elementary  school  locations  in  this 
vicinity,  as  shown  on  Chart  No.  3*  Upon  this  chart  the  Elmwood 
School  is  represented  by  circle  No,  13  at  its  present  location.  It 
is  clear  that  it  is  quite  advantageously  located  if  considered  in 
terms  of  a  permanent  policy  which  would  eliminate  Kirkwood,  Grant, 
Given  and  McHenry  Schools,  as  explained  previously.  It  was,  of 
course,  necessary  in  determining  the  location  of  this  school  to 
anticipate  the  future  with  reference  to  the  Kirkwood  School  just  to 
the  north  of  Elmwood  and  located  in  circle  No.  12  on  Chart  No.  1, 
and  also  a  decision  with  reference  to  the  permanent  location  of 
the  Monroe  School  at  its  present  location  shown  in  circle  No,  l4. 
Then  the  Kirkwood  School  and  the  others  referred  to  are  removed,  it 
is 'quite  evident  that  the  present  location  is  the  proper  one.  As 
a  result  of  these  considerations  and  with  the  double  purpose  of 
providing  more  playground  space  and  removing  the  school  from  the 
noise  and  danger  of  the  University  Street  car  line,  additional 
property  was  purchased  to  the  south  of  the  present  Elmwood  School 
facing  on  Brattleboro  Avenue  and  the  first  unit  of  a  permanent 
building  located  at  the  corner  of  Thirty-first  and  Brattleboro 
Avenue . 


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CHART  NO.  6 

Showing  Residence  locations  of  all  pupils  attending  Adams 
and  Douglas  Schools  and  certain  pupils  attending 

Phillips  School  in  April  1922 


-17- 

SCHOOL  BUILDING  SURVEY 


The  Adams  School 


The  1920  survey  proposed  a  new  four-room  permanent  building 
for  the  Adajns  School,  which  is  now  housed  in  a  three-room 
temporary  building  at  about  East  Twenty-seventh  and  Douglas  Avenue 
Here  again  after  several  trips  by  various  members  of  the  Board  to 
this  locality  and  following  consideration  of  facts  submitted,  it 
was  decided  not  to  erect  the  permanent  building  on  the  present 
site  but  to  move  it  east  to  the  corner  of  East  Twenty-ninth  and 
Douglas  Avenue.  In  the  first  place  the  site  upon  which  the  school 
is  now  located,  about  four  acres,  is  scarcely  suitable  for  play¬ 
ground  purposes  being  cut  through  practically  in  the  center  by  a 
small  creek  and  being  so  much  out  of  level  as  to  make  grading 
practically  an  impossibility.  In  the  second  place,  the  building 
was  not  located  in  rhe  center  of  the  population  which  attends  it 
and  if  developed  would  have  worked  a  permanent  hardship  upon  many 
children  living  between  its  east  boundary  line  and  the  west 
boundary  line  of  the  Douglas  School  in  walking  to  either  one  of 
them.  The  Chart  No.  6  used  at  the  time,  revealed  some  of  these 
conditions  and  showed  that  if  the  school  were  moved  to  the  site  at 
East  Twenty-ninth  and  Douglas  Avenue,  the  general  policy  of 
locating  elementary  schools  a  mile  apart  would  be  carried  out  and 
there  would  be  available  for  use  during  all  the  future  years  an 
excellently  located  and  relatively  level  site  of  four  acres  and 
the  school  would  be  placed  in  the  center  of  the  population  which 
attends  it. 


The  west  boundary  line  of  the  present  site  is  indicated  by 
the  perpendicular  line  BB  and  the  location  of  the  present  building 
on  Douglas  Avenue  in  the  direction  toward  which  the  arrow  points. 

This  chart  presents  a  good  illustration  of  the  necessity  of 
having  all  facts  at  hand  and  properly  detailed  and  analyzed  before 

decisions  are  reached. 


PREDICTING  THE 


GROWTH  OF 


DES  MOINES  GENERAL 


SCHOOL 


.0 

ATT] 


POPULATION  AND 


:ndance 


I  am  presenting  below  a  series  of  tables  which  furnish  a 
basis  for  the  prediction  of  the  growth  in  the,  general  population 
of  Des  ] loines  and  in  school  attendance.  In  all  of  these  tables 
the  assumption  was  made  that  the  constant  factor  in  growth  is  the 
rate.  Predictions  have,  therefore,  been  made  on  the  basis  of  the 
average  rate  of  growth  always,  however,  making  allowance  for 
certain  variations  and  conditions  which  tend  to  influence  growth. 
These  tables  will  be  presented,  discussed,  and  explained  in  order 
that  all  persons  concerned  may  understand  exactly  how  certain  im¬ 
portant  decisions  were  reached  with  reference  to  the  plans  which 
must  be  made  for  the  development  of  the  school  system. 


While  I  fully  realize  the  difficulties  involved  in  this 
attempt,  and  appreciate  the  fact  that  absolute  accuracy,  especially 
for  the  later  years,  is  not  likely  to  be  the  result  of  any  method 


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SCHOOL 


BUILDING  SURVEY 


is 


of  making  predictions,  yet  I  am  convinced  that  what  the  school 
system  of  this  city  needs  more  than  anything  else,  perhaps, 
a  nfar  look"  in  the  nature  of  a  forecast  which  will  « 

problem  in  its  larger  dimensions  so  that,  !_  .  ^  I _ 

each  related  decision  cf  relatively  small  consequence  will  fit 
logically  into  and  help  properly  to  unfold  the  " 


see  the 
as  the  years  pass, 


.arge  plan. 


These  predictions 


therefore 


are 


***%,««  not  "guesses".  They  are 

not  made  as  a  more  or  less  interesting  but  academic,  statistical 
study.  They  are  the  results  of  arduous  labor,  and  if  they 
suffer  inaccuracy  it  is  largely  because  of  my  own  personal 

"1  *4  wi  \  fPV  Atr  «-%  *v>  •  •  a  o  f  r>  r-\  y^r\  vr>  ^  4-  A  1 1  «-  4“  A  /— n>  4-  V\  <-*  4- 


limitations.  They 


a.rQ 


he  most  accurate  calculations  that  th< 


a.  li-A  a-  u  C-U  UJ.  VIA  W  (  a  XAv.'  J  L-6.  .A.  w  A  A  ^  W  W  -Aa.  ^  W  -1-  U.  -A.  V  O-  WAX  N_y  W  XXUi  v  W  -.A  w 

judgments  of  several  people  and  my  accuracy  in  the  handling  of 
figures  would  permit  and  they  have  all  been  made  with  the  most 
practical  ends  in  view.  Further  than,  this,  provision  for  the 
general  needs  of  the  whole  school  system  as  suggested  by  pre¬ 
dictions  for  years  in  fntlirp  RafpcmarrIpH  'mr  t’np  — 


;dia  ah  the  future  are  safeguarded  by  the  pro¬ 
cedures  established  for  periodic  surveys  which  look  toward  the 
adoption  of  policies  to  meet  the  more  immediate  needs. 

Table  No,  1 


ACTUAL  GROWTH  AND  PREDICTED  GROWTH  FOR 
DES  MOINES  GENERAL  POPULATION  IN  FIVE-YEAR  PERIODS 

UP  TO  191iO 


Year 

Des  Moines  Population 

%  Rate  of 

1335 

3246s 

1590 

50093 

54 

1395 

56359 

13 

1900 

62139 

10 

1905 

75626 

22 

1910 

36  360 

l4 

1915 

105652 

22 

1920 

12646S 

20 

1925 

151762 

20 

1930 

132114 

20 

1935 

1940 

213537 

262244 

20 

20 

Explanation  of  Table  No.  1 


Durin6  the  period  from  1335  to  1920  the  general  population 
of  Des  Moines  increased  at  the  average  rate  of  22%  each  five-year 
period.  The  phenomenal  growth  of  the  city  from  1335-1390  result¬ 
ed  in  a  54%  increase  which  unduly  affects  the  general  average  and 
has  caused  me  to  make  some  allowance  for  this  large  increase  in 
determining  a  percent  for  each  five-year  period 


1940.  For  this  purpose  I  have  used  20%  inasmuch 


'rom  1920  up  to 
as  the  average 


.  1 


V  , 


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19- 


SCHOOL  BUILDING  SURVEY 

rate  of  increase  since  1900  has  been  19*5%  and  also  because  the 
increase  in  the  last  two  five-year  periods  has  been  22 $  and  20 °h 

respectively . 

It  is  always  difficult,  of  course,  to  determine  when  ajiy 
city  will  reach  its  peak  in  development.  It  does  not  seem  to  me 
that  Des  Moines  will  reach  this  point  for  many  years  to  come,  I -is 
strategic  location  in  this  wealthy  and  productive  state  with  its 
present  reputation  and  facilities  for  manufacture  amid  transporta¬ 
tion,  insurance  companies,  and  publishing  houses,  together  with 
the  relatively  superior  intelligence  and  good  health  which  its 
population  possesses,  all  point  to  a  constant  and  persistent 
growth. 

After  all,  the  greatest  assurance  of  the  development  and 
prosperity  of  any  community  is  found  in  the  inherent  character  o 
its  people.  Superior  native  intelligence  is  the  irresistible 
force  behind  all  truly  great  progress.  If  opportunities  for 
realization  are  not  at  hand,  it  will  create  them.  Add  to  it  a 
high  level  of  training  the  successful  completion  of  which  is  an 
accurate  measure  of  intelligence,  and  you  have  a  power  that  can¬ 
not  be  held  back.  Des  Moines  has  both  of  these  in  abundance 
ranking  far  beyond  nearly  all  cities  in  the  nation  of  its 
population  or  larger  in  the  percentage  of  high  school  and  college 
graduates. 

Uith  this  fundamental  basis  for  continued  development  I  do 
not  believe  that  262,244-  is  too  large  a  population  to  expect  in 
this  city  by  1940.  Past  estimates  have  been  too  small.  However, 
if  this  estimate  is  too  high  or  too  low,  proper  adjustments  so 
far  as  the  school  system  is  concerned  can  be  made  as  time  passes 
because  the  methods  I  have  employed  in  collecting  and  assembling 
data  and  because  of  the  schedule  I  have  suggested  for  a  con¬ 
tinuing  survey  of  school  needs  will  make  such  adjustments  possible. 
I  am  sure  it  is  well  at  this  time,  however,  to  face  with  some 
courage  the  fact  that  this  city  has  before  it  a  large  ta£k  in 
providing  for  the  increasing  thousands  of  children  who  will  re¬ 
quire  adequate  school  facilities. 


rr 


H  TJ  1 


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-20- 

SCH00L  BUILDING  SURVEY 

Table  No*  2 

PROBABLE  GROWTH  OF  SCHOOL  ENROLLMENT  IN  FIVE  YEAR  PERIODS 


Data  for  Predicting  School 

Growth 

-  T  _  „ 

'  i°  Sr . 

Hi  .to 

To- 

foElem. 

^Jr .Hi 

• 

Popu- 

tal 

in 

Des  Moines 

El  erne n- 

to 

to 

la- 

sell . 

school 

Year 

Popul at ion 

tary  # 

Pop  * 

Jr, Hi.  Pop* 

Sr, Hi. 

t  ion 

Atten 

. 1 0  pop  1 

1915 

105652 

126S4 

12.00 

3513  3.32 

1873 

1  <77 

180  70 

17.09 

1920 

12646S 

14545 

11.34 

4986  3,94 

2761 

2.13 

22052 

17.46 

1921 

131165 

15293 

11.65 

5500  4,19 

2991 

2.28 

23734 

13.12 

1922 

136036 

16101* 

11  *  84 

5900*  4.34 

3191* 

2.35 

25192’ 

*  18*53 

PREDICTED 

)  SCHOOL  GROWTH 

1925 

151762 

1796s 

11.  S4 

6707  4.42 

3885 

2.56 

23560 

13.313 

1930 

1S2114 

215S2 

ll.  S4 

3195  4.50 

5208 

2  ,86 

34965 

19.199 

1935 

21^537 

2  53  74 

11.34 

9565  4.56 

6905 

3.16 

42744 

19*559 

1940 

ITm 

262244 

3iud.es  the  I< 

31049 

.in  der^ai 

11.34 

"ten 

12063  4.6o 

9073 

3  *  46' 

52185 

19*299 

• ^Estimated  —  Based  on  Principals’ 

estimate  s 


Explanation  of  Table  No.  2 


Table  No,  2  is  an  attempt  to  predict  for  each  five  year  period 
beginning  in  1925  and  extending  up  to  19^0  the  probable  school  en¬ 
rollment  expressed  in  terms  of  three  groups  of  children,  namely, 
the  elementary  group  consisting  of  the  children  in  the  kindergarten 
and  the  first  six  grades,  the  3unior  high  school  group  consisting 
of  pupils  in  grades  1 ,  8  and  9>  and  the  senior  high  school  group 
including  pupils  in  grades  10,  11  and  12,  The  basis  for  this  pre¬ 
diction  is  shown  in  the  data  in  the  upper  paxt  of  the  table.  Here 
the  general  population  of  the  city  for  1915  and  1920  is  ba.sed  upon 
the  census  records  while  the  1925,  1930,  1935  and  19^0  estimates  of 
the  general  population  are  taken  from  Table  No,  1.  Knowing  the 
school  population  for  1915*  1320,  1921  and  1922,  it  was ‘desirable 
for  the  purpose  of  getting 
school  population  and 


the 


the  relation  which  exists  between  the 
eneral  vOjyUlcttion  to  make  an  accurate 


estimate  of  the  general  population  for  1921-22.  These  estimates  were 


**  . 

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LOfj 


-21- 


SCHOOL  BUILDING  SURVEY 

computed  on  the  basis  of  Table  No.  1  which  assumes  an  average 
five-year  increase  of  20 %.  20%  for  five  years  is  the  same  as 

3,714$  per  year  if  compounded  for  five  years.  In  other  words, 
each  year  may  be  regarded  as  possessing  a  general  population  which 
equals  103*714%  of  the  previous  year’s  population.  Therefore,  by 
multiplying  the  1920  census  of  126,46b  by  103*714%,  we  obtain 
131, 1&5  for  the  1921  estimate  of  general  population,  which  in  turn 
if  multiplied  by  103.714%  gives  136,036  for  the  1922  census. 

The  data  for  the  school  population  by  groups  for  the  years 
1915 >  1920  andl921  were  obtained  from  Table  No.  1  Appendix  and  for 
1922  the  figures  were  estimates  of  the  principals  made  in  June  192. 
based  upon  the  number  by  grades  and  the  probable  promotions  and 
failures.  These  estimates  for  1922  for  the  school  system  are  un¬ 
doubtedly  very  accurate  although  the  estimates  of  individual 
principals  might  be  too  high  or  too  low.  If  any  errors  of  this 
sort  were  made,  they  will  undoubtedly  balance  each  other. 

Having  these  facts  arranged  for  the  four  years,  it  is  possible 
to  compute  the  percentage  which  each  group  of  pupils  is  of  the 
general  population.  For  example,  in  1915  there  were  in  the 
elementary  schools  12,664  pupils  which  is  12%  of  the  general  city 
population  of  105>o52.  Likewise  in  the  same  year  there  were  in 
the  junior  high  school  grades  (grades  7,  6  and  9)  3*32%,  .and  in 

the  senior  high  school  years  (grades  10,  11  and  12)  1.77%  of  the 

general  population,  the  total  in  school  being  16,070,  and  the 
percentage  of  the  general  population  actually  in  school  being 
17»09.  It  will  be  observed  that  for  the  four  years  in  each  of  the 
groups  with  the  exception  of  the  elementary  group,  there  was  a 
fairly  consistent  increase  in  the  percentage  of  pupils  in  school 
as  related  to  the  general  population  in  the  city.  For  example,  in 
1915 i  3*32%  of  the  general  population  was  in  the  junior  high  school 
group.  In  1920  this  percentage  had  increased  to  3*94%,  in  1921  to 
4.19%,  nnd  in  1922  to  4.34%.  Similar  increases  will  be  seen  in 

the  senior  high  school  group,  while  the  total  number  of  pupils  in 

school  increased  from  17.09%  in  1915  to  16.53 %  1922.  In  other 

words,  during  these  years  there  was  an  accelerated  increase  in  the 
school  attendance  as  compared  with  the  increase  in  the  general 
population  of  the  city,  or  to  put  it  in  another  way,  the  school 
attendance  in  creased*' at  a  more  rapid  rate  than  the  general 
population. 

This  fact  of  accelerated  increase  in  the  school  attendance  as 
compared  with  the  general  population  should  not  be  overlooked  in 
connection  with  the  problem  of  financing  public  educe.tion,  because 
if  we  assume  a  certain  increase  in  the  general  population  and  a 
proportional  constant  increase  in  the  actual  wealth  of  the 
community,  even  though  the  educational  standards  requiring  ex¬ 
penditure  of  money  remained  the  same,  if  the  school  attendance  in¬ 
creases  more  rapidly  than  the  general  population  and  the  rate  of 
increase  in  the  wealth  of  the  community,  the  proportion  of  the 
wealth  or,  in  other  words,  the  taxes  must  cf  necessity  be  increased 
in  order  to  care  for  the  unusual  burden  of  providing  educational 
opportunities  for  the  increasing  numbers  of  children. 


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-22- 


SCHOOL  BUILDING  SURVEY 


The  facts  exhibited  in  the 
studied  very  carefully  in  order  to 
dictions  at  each  five  year  ^eriod  shown  in 
table.  Several  other  tables  were  used  as  a  basis  for  these 


er  part  of  the  table  were 
arrive  at  a  basis  for  pre¬ 


lower  half  of  the 


determinations  as  will  be  explained  below. 


Elementary  School  Enrollment 

There  was  a  decrease  of  .64 fc  in  the  elementary  school  en¬ 
rollment  from  1915  to  1920.  This  was  the  result  of  the  pro¬ 
visions  which  were  made  at  that  time  for  the  acceleration  of 
certain  students  in  these  grades  and  the  reduction  of  the 
number  of  retarded  children.  In  other  words,  a  large  number  of 
children  were  promoted  regularly  and  instead  of  being  counted 
among  those  in  the  first  seven  years  of  the  school  course  in  1915 
where  they  would  have  been  had  they  failed  of  promotion,  they 
were  to  be  found  in  the  seventh,  eighth  or  ninth  grade.  This  de¬ 
crease  in  the  per  cent  of  pupils  enrolled  in  these  grades  is  re¬ 
flected  in  the  corresponding  increase  in  the  percentage  of 
children  in  the  junior  high  school  years  in  1920  as  compared  with 
1915*  The  many  interruptions  of  the  war  days,  the  influenza 
epidemic,  and  the  coal  strike,  both  of  whi-ch  caused  the  closing  0 i 
schools,  affected  the  progress  of  the  children  by  causing  a  larger 
number  of  failures  than  had  been  customary  in  the  earlier  part  of 
the  five  year  period  from  1915  to  1920,  which  will  undoubtedly 
account  for  the  fact  that  the  percentage  of  children  in  the 
elementary  school  in  1922  had  increased  from  11.34  in  1920  to 
11.84  in  1922, 


This  percentage  of  11.54  may  in  the  future  be  somewhat  re¬ 
duced  with  renewed  emphasis  on  the  problem  of  retardation  and 
gradation  but  this  decrease  may  be  counterbalanced  by  an  increase 
resulting  from  better  and  more  attractive  schools  and  more 
stringent  enforcement  of  compulsory  attendance.  For  these  reasons 
11 . o4/c  was  chosen  as  a.  constant  figure  for  the  percentage  of 
elementary  school  children  at  each  five  year  interval  up  to  1940* 
The  validity  of  this  decision  may  be  checked  by  an  examination  of 
Table  No.  4  which  shows  that  there  were  in  1922,  17,159  children 
in  the  city  of  the  ages  5  to  11,  these  being  the  ages  which  re¬ 
present  fairly  the  kindergarten  and  grades  1  to  6  inclusive. 

Based  upon  the  estimated  general  population,  136,036,  therefore, 
bnere  were  12.635 1°  of  the  general  population  represented  by  these 
ages.  Therefore,  if  all  of  the  children  representing  these  ages 
were  in  the  public  schools  and  if  none  of  them  was  retarded,  there 
.vould  be  this  year  (1922)  and  each  year  in  the  future  good  reason 
to  expect  that  12.635 p  of  the  general  population  should  be  re¬ 
presented  in  the  kindergarten  and  first  six  grades. 


This  percentage,  of  course,  7/ ill  probably  never  be  reached 
witnout  an  unjustifiable  amount  of  retardation  because  the 
perfect  record",  so  to  speak,  v/ould  mean  that  every  child  from  5 
to  11  years  of  age  would  be  in  the  public  schools  and  this  is  not 


-23- 


SCHOOL  BUILDING  SURVEY 

true  and  probably  never  will  be  since  special  types  of  children, 
because  of  physical  or  mental  handicaps,  remain  at  home  or  are  com¬ 
mitted  to  institutions,  and  others  attend  private  and  parochial 
schools* 

If  the  ratio  of  12*635  continues,  there  will  be  in  the  city 
in  1940,  33>13^  children  of  the  ages  5  to  11  but  not  all  of  these 
will  be  in  school  as  shown  immediately  below* 

a.  In  1915  the  general  population  was  105,652 

Pupils  in  kindergarten  to  grade  6  in  1915,  12,665,  or  12 % 

b*  19^0  school  attendance  in  grades  kindergarten  to  6  equals 
262,244  x  11*64%  or  31*049 

c*  In  1940 ,  therefore,  33*134  -  31,0^9  or  2,065  children 
of  the  ages  5  to  11  will  not  be  in  the  public  schools, 

d.  In  1922,  17,169  -  16,101  or  1,056  children  of  the 
ages  5  to  11  were  not  in  the  public  schools, 

The  result  of  an  investigation  by  the  Attendance  Department  of 
the  reasons  why  these  1066  children  are  not  in  school  this  year  has 
convinced  me  that  the  necessity  of  complying  with  the  compulsory 
attendance  law  is  not  being  regarded  lightly  in  this  community. 

Junior  High  School  Enrollment 

In  1922  there  were  6636  children  of  the  ages  12  to  l4  recorded 
in  the  census.  Based  upon  the  general  population  of  136,036,  this 
number  equals  5*025%  of  the  general  population.  If  this  ratio  con¬ 
tinues  until  1940 ,  there  will  be  13,177  children  of  these  ages  in 
the  city.  There  is  every  reason  to  believe  that  the  ratio  will 
remain  about  constant,  I  believe  that  the  taking  of  the  census 
is  now  very  accurately  done  so  that  no  discrepancy  is  likely  as  a 
result  of  an  inaccurate  enumeration*  Neither  is  there  any  reason 
to  believe  that  the  actual  ratio  will  change  before  1940  unless 
some  very  unusual  and  unforeseen  condition  arises  such  as  an  un¬ 
precedented  increase  in  the  percentage  of  relatively  young  married 
people  or  relatively  old  married  people. 

a*  In  1922  the  school^  enrollment  in  grades  7  to  9  was 
5900.  This  is  4,34 %  of  the  general  population.  If 
this  ratio  holds  in  1940  there  would  then  be 
11,361  pupils  in  these  grades, 

b*  The  1922  census  of  12  to  l4  year  olds  equals  6636 
The  1922  school  enrollment  grades  7  to  9  ”  5900 

~w> 

The  difference,  93d  weans  that  only  S6«3%  of  the  children 
of  the  ages  12  to  14  were  in  grades  7  to  9  tn  the  public 
schools.  The  Attendance  Department  is  constantly  try- 


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-2  4— 


SCHOOL  BUILDING  SURVEY 

ing  to  ascertain  where  the  other  13 « Yh  are  located. 
Some  of  them,  of  course,  are  in  private  and 
parochial  schools,  others  have  been  committe  d  to 
various  institutions.  Some  of  the  l4  year  olds 
are  working  and  have  labor  permits.  Others  of 
these  ages  are  so  very  retarded  as  to  be  in  the 
elementary  group,  but  their  numbers  are  approxi¬ 
mately  balanced  by  children  older  than  l4  who  are 
to  be  found  in  grades  7  to  9* 

c*  In  1915  there  were  3513  pupils  in  grades  7^9 
which  was  3*3 2$  ox  the  general  population  of 
105,652. 

d.  It  will  be  observed  that  between  1915  and  1922 
there  was  era  increase  of  1*02$  in  the  percentage 
of  pupils  in  these  grades  increasing  from  3*327° 
to  4.34$.  This  increase  results  primarily  from 
the  fact  that  the  "holding  power"  of  the  school 
has  increased,  or,  in  other  words,  the  school 
has  become  more  attractive  to  the  children  and 
continued  educational  opportunities  have  been  re¬ 
garded  as  being  necessary  to  success  in  life.  I 
believe  this  "holding  power"  and  other  influences 
will  continue  to  operate  until  the  percentage  of 
pupils  in  these  grades,  based  upon  the  general 
population,  would  approach  the  maximum  of  5*025. 

It  seems  safe  to  assume,  therefore,  that  the  per¬ 
centage  will  not  be  less  than  4.60  in  1940. 

e.  Assuming  that  the  percentage  of  the  general 
population  represented  by  grades  7,  to  9  will 
continue  to  increase  to  4.60  by  1940,  there 
will  be  in  these  grades  then  12,063  pupils 
which  will  leave  1091  pupils  to  be  accounted  for 
as  compared  with  the  estimated  census  of  13,154. 

In  other  words,  I  do  not  believe  my  estimate  of 
4.60$  too  high  because  if  reached  it  would  still 
fall  short  of  the  possibilities  of  attracting 
into  the  public  schools  nearly  1100  pupils  who 
will  not  be  there. 


f.  Based  upon  the  above  assumption  the  difference 
of  4,34$  in  1922  and  4.60$  or -.26$  in  1940  has 
been  distributed  among  the  four  five-year  inter¬ 
vals  as  follows: 


1925  increase 
1930  " 

1935 

1940  " 


over 

11 

II 

It 


1922 

1925 

— 

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1930 

— 

1935 

— 

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■ .  • 


SCHOOL  BUILDING  SURVEY 

The  reason  for  diminishing  the  increase  as 
the  years  pass  is  based  upon  the  fact  that  as  the 
percentage  of  pupils  in  these  grades  approaches 
the  maximum  it  is  more  difficult  to  secure  the 
amount  of  increase  as  the  result  of  the  n holding 
power”  of  the  school  and  the  demand  for  increased 
educational  opportunities, 

g.  In  1922  there  were  06. 31?  of  12  to  1 4  year  olds 
in  grades  7  9* 

In  1940  there  will  be  91*7 0f°  of  12  to  l4  year 
olds  in  these  grades. 

Senior  High  School  Enrollment 

a.  In  1922  there  were  60II  children  of  the  ages  15  to 
17  in  the  city.  Based  upon  the  general  population 
of  136,036  this  equals  5,00 6%  of  the  general 
population  represented  by  these  ages.  If  this  ratio 
continues  there  will  be  in  1940,  13,127  children 

of  the  ages  15  to  17  in  the  city, 

b.  In  1915  there  were  in  grades  10  to  12,  1.77 1°  of 
the  general  population,  . 

c.  In  1922  there  were  2.35?  °f  the  general  population 
in  grades  10  to  12, 

d.  The  average  annual  rate  of^increase  from  1915  to 
1920  or  from  1.77?’  to  2.1  S?  was  ,0 S?.  The  average 
annual  increase  from  1920-1922  or  from  2*lo ?  to.  .2.35 'J3.s 
.0&5 ?♦  Assuming  that  the  annual  increase  in  rate 

will  continue  up  to  1925  at  ,07?  and  from  then  to 
1940  at  .06?,  I  arrived  at  the  per  cents  used  in 
Table  No,  2,  namely,  2.56,  2. <36,  3*16  and  3*46. 

e ♦  The  percent  used  for  1940,  that  is  3*46,  shows  an 
approach  to  the  maximum  of  5*00 6?  as  shown  on 
Table  No.  4.  TThile  I  confidently  believe  that  I 
have  been  reasonably  conservative  in  estimating  a 
per  cent  for  1940,  and  while  this  estimate  shows  a 
greater  discrepancy  between  the  possible  maximum 
and  the  estimated  achievement  than  is  the  case  with 
the  junior  high  school  enrollment,  this  may  be  ex¬ 
pected  because  it  will  be  more  difficult  to  secure 
the  maximum  enrollment  of  all  of  the  pupils  15  to 
17  years  of  age  because  even  then  I  anticipate  that 
a  number  of  these  pupils  will  not  attend  any  school 
unless  the  laws  are  made  more  stringent  than  we 
have  reason  to  believe  they  will  be.  Furthermore., 
the  erection  of  the  two  new  high  schools  will 
stimulate  high  school  attendance.  Especially  will 
this  be  true  in  the  Lincoln  High  School  district. 

Table  No.  12  shows  that  only  about  2/5  as  many 
children  per  1000  are  in  grades  10  to  12  on  the  south 
side  as  attend  the  same  grades  in  the  west  side  district. 


:  t 


-26- 


SCHOOL  BUILDING  SURVEY 


Total  School  Enrollment 

In  1922  there  were  30*326  children  between  ages  5  to  17  in 
the  city.  This  is  22,66 6$  of  the  general  population  of  136,036* 

If  this  ratio  is  maintained  to  19^0,  there  will  be  59,'.^33  children 
of  ages  5  t°  i7  inclusive  in  the  city  based  upon  a  general 
population  of  262,244,  I  do  not  believe  that  it  is  unreasonable 
to  expect  that  19*399$  the  general  population  of  262,24-4-  will  be 
in  the  public  schools  by  1940,  which  is  a  smaller  increase  be¬ 
tween  1925  and  49 '-*0  than  we  have  actually  experienced  in  the  seven 
year  period  between  1915  and  1922*  There  would  still  remain  2.767/* 
of  the  children  of  the  ages  5  to  17  as  based  upon  the  general 
population  not  in  school. 

If  these  estimates  are  even  approximately  accurate,  it  means 
that  our  school  enrollment  will  increase  between  1922  to  1940,  that 
is  in  an  eighteen-year  period,  from  25,192  to  52,165,  an  actual 
increase  of  26,993  pupils  who  will  require  a  school  plant  at  least 
as  large  as  the  one  which  is  now  operating. 

Table  No .  3 


PROBABLE  ANNUAL  INCREASE  SCHOOL  ENROLLMENT 


(1) 


(2) 


(3) 


(*) 


(5) 

DT.TTr.T 

pupils: 

in  : 
school : 


(6)  (7) 


(3) 


(9) 


Year 


ll 


192 

19 

1925 

1926 
192  7 
1923 
192° 
1930 
1932 

1932 

1933 

1934 

1935 

1936 

1937 

1938 

1939 

1940 


Des  Moines: 
Population: 
l4i03S  • 

146323  : 

151762  : 
157398  : 

163243  : 
169305  : 
175592  : 

132114  ; 

133377  : 
195891  : 

2031S6  : 
210711  ; 
218537  : 

226653  : 
235070  : 

24-5300  : 

252254  : 

262244  : 


El  em,  pu¬ 
pils  in 
school 

16764' 

17325 

17963 

13635 

19327 

20045 

20790 

21562 

22363 
2 


2' 

2494s 

25374 

26335 

27332 

23365 

299?7 

310  49 


$  Elem. 
to  Pop. 


11 . 64 

11 

it 


n 


6165 

6433 

6707 

6988 

7230 

7534 

7334 

8195 

8537 

3373 

9223 

9587 

9965 

10358 

IC7S6 

11190 

11605 

12063 


OX  1  ill  •  • 

$  Jr . : pupils: 
Hi. to:  in  : 

school : 


)  P » 


Po 

“47577 

4.40: 

4,42: 

4.44: 

4.46: 

4.43: 

4.49: 

4.50: 

4.52; 

4.53- 

4.54; 

4.55: 

4.56: 

4.57; 

4.53: 

4.59: 

4.59: 

4.60: 


$  Sr.  : 
Hi.  to: 
Pop .  : 


l 


3414 
3643 
335 

123 

4374 

4633 

4916 

520S 

5515 

583'/ 

6176 

6532 

6905 

7293 

7710 

3142 

3597 

9073 


2.42 

2.49 

2.56 

.62 


2 


Total 
in . 

School 


2.66  : 
2.74  : 
2.30  : 
2.66  : 
2.92  5 

2.96  : 
3-04  : 
3.10  : 
3.16  : 
3.22  : 
3.23  : 
3.34  : 

3.4o  : 

3.46  : 


■76253' 

27406 

23560 

29746 

30931 

32267 

33590 
34955 
36415 
37903 
39453 
4io67 
42  7  44 
44491 
4630 3 
43197 

50139 

52135 


! 


Totals 


417  306 


159403 


105936 


632700 


f 


, 


'.t'i 


u 

t| 

r; 


ft 

ti 


.  ; 


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.  Pb 


M  v 


Nm 


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c, . 


4 


-27- 

SCHOOL  BUILDING  SURVEY 


Explanation  of  Table  No.  3 

This  table  is  based  largely  upon  Table  No.  2  but  is  an 
attempt  to  interpolate  for  the  years  intervening  between  the 
five-year  periods  shown  in  Table  No.  2  what  is  likely  to  happen 
with  reference  to  the  enrollment  in  the  three  general  divisions 
of  the  school  system,  namely,  elementary,  junior  high  school, 
and  senior  high  school  respectively  corresponding  to  the  same 
divisions  shown  in  Table  No.  2.  As  the  years  pass,  if  the 
figures  prove  to  be  somewhat  faulty,  the  table  may  be  revised, 
but  at  all  times  it  will  be  found  quite  useful  in  anticipating 
for  shorter  periods  than  five  years  what  the  general  needs  of  the 
school  system  will  be.  For  example,  one  might  desire  to  check 
the  total  normal  capacity  of  the  junior  high  schools  against  the 
total  number  of  pupils  who  may  need  accommodation  by,  let  us 
say,  1929*  The  capacity  would  then  be  compared  with  766^  found 
in  column  number  5  of  this  table  as  the  probable  enrollment  in 
junior  high  schools  in  1929* 

Table  No.  4 

PREDICTED  ANNUAL  GROWTH  OF  DES  MOINES  GENERAL 


POPULATION 

AND  CERTAIN 

AGS  GROUPS 

(1) 

(2) 

(3) 

(4) 

(5) 

(6) 

Year 

Des  Moines 

Sch.  Census 

Sch.  Census 

Sch.  Census 

Sch.  C en i 

Population 

ages  5-11 

ages  12-14 

ages  15-17 

ages  5-1 1 

1920 

12646S 

14375 

5946 

5321 

26142 

1921 

131165 

16429 

6623 

6570 

29622 

1922 

136036 

17139 

6336 

6311 

3OS36 

1923 

l4l033 

17326 

7069 

7062 

31977 

1924 

146323 

13433 

7354 

7325 

33167 

1925 

151762 

19175 

7626 

7597 

34393 

1926 

157393 

19337 

7909 

7379 

35675 

1927 

163243 

20625 

3202 

3171 

36993 

192s 

169305 

21391 

3507 

3475 

33373 

1929 

175592 

22136 

3323 

3790 

•  39799 

1930 

122114 

23010 

9151 

9116 

41277 

1931 

1SSS77 

23364 

9491 

9455 

42310 

1932 

195S91 

24750 

9343 

9306 

44329 

1933 

203166 

25670 

10209 

10170 

46049 

1934 

210711 

26623 

105SS 

10543 

47759 

1935 

213537 

27612 

10931 

10939 

49532 

1936 

226653 

23637 

11333 

11346 

51371 

1937 

235070 

29701 

11312 

11767 

53230 

193s 

243S00 

30604 

12250 

12204 

55253 

1939 

252354 

31943 

12705 

12657 

57310 

1940 

262244 

33134 

13177 

13127 

59433 

-2g~ 


SCHOOL  BUILDING  SURVEY 
Explanation  of  Table  No.  4 

This  table  presents  an  elaboration  of  Table  No.  1,  and  is 
an  attempt  to  predict  in  five  year  periods  up  to  1940  the  growth 
of  the  general  population  of  Des  Koines  plus  a  prediction  based 
upon  the  general  population  of  the  number  of  children  of  the 
ages  5  to  11,  12  to  l4,  and  15  to  17,  these  ages  being  inter¬ 
preted  as  census  ages  and  corresponding  respectively  to  the 
normal  ages  of  children  in  the  three  general  divisions  of  the 
school  system,  namely,  elementary,  junior  high  school,  and 
senior  high  school.  It  should  be  understood  in  interpreting 
these  age  groups  that  a  pupil  is  counted  as  eleven  years  of  age 
until  he  is  actually  .twelve,  fourteen  until  he  is  actually 
fifteen,  and  seventeen  until  he  is  actually  eighteen. 

The  records  for  1920,  1921,  and  1922  are  the  actual  data 
collected  by  the  Attendance  Department.  The  other  years  are 
predicted  as  follows: 

The  second  column  was  found  by  estimating  that  Des 
Koines  is  making  an  annual  increase  of  3*7 1^%, 
which  is  exactly  equal  to  20%  in  five  years.  The 
third  column  was  found  by  taking  12,635 %>  °f  the 
general  population  in  Column  No.  2,  the  fourth 
column  by  taking  5*025%  of  Column  No.  2,  and  the 
fifth  column  by  taking  5*00 6%  of  the  correspond¬ 
ing  figures  in  Column  No.  2.  These  three  per 
cents  used  for  predicting  the  age  groups  for  each 
year  in  Columns  3 >  ^  and  5  are  the  per  cents  which 
the  number  of  children  counted  in  the  three  census 
age  groups  bears  to  the  total  population  in  1922. 

The  totals  in  Column  No.  6  were  checked  by 
multiplying  the  totals  in  No.  2  by  22.666%,  which 
is  ascertained  in  the  same  way  as  the  other  per 
cents . 

This  table  is  very  useful  in  checking  the  estimates  which 
have  been  made  of  the  growth  in  the  actual  school  attendance  to 
see  that  these  predictions  as  based  upon  actual  growth  of  school 
attendance  do  not  exceed  the  possibilities  of  school  attendance 
expressed  always  by  the  census  age  groups.  In  other  words,  such 
a  check  helps  to  safeguard  predictions  of  school  attendance.  In 
the  next  place  such  a  table  is  useful  especially  as  it  may  be 
made  somewhat  more  perfect  in  the  future  as  a  means  of  checking 
the  accuracy  with  which  the  enumerators  work  in  the  annual  census 
taking . 


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-29- 


(l) 


fe) 


SCHOOL  BUILDING  SURVEY 

Table  No,  5 

COMPARATIVE  OCTOBER  ENROLLMENT  AND  PROBABLE 
GROWTH  IN  GRADES  1  to  6 

_(3)  (4)  fe)  (6)  (?)  IB)  (o) 


•  Av  er 

•  Increase  :  $ 

: 1915 : 1917 • 1919 : bien 


do)  (id  (12)  (1^ 

Estimated 


Enrollment  to  :  to  :  to  :nial 

lt)l/:  1919: 1921 : 1917:1919: 1921  :  incr 


Stowe 
Dillard 
Phillips 
Brooks 
Scott  ; 

4 

t 

Logan  : 

♦ 

« 

Emerson  : 

« 

Lucas 

Arnos  Hiatt: 
Debater 


45! 

« 

449! 

289: 
44-2' 
13 
23 
290 


57:  157:  209:26. 6:175.4- 33. 1-7-S. 3 


:  $incr  'En-.-^mor:  En- 
192 1:  roll-:  1923 :  roll- 
:  to  :ment:  to  :ment 

. : 1925: 1923: 1925: 192r 


523-!  442;  477 : 16 . 4--15. 

J  J  ♦  • 

397:  396:  474^ 37.3:  • 


T7T  - 


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Bryant 
Cary 
Curtis 
Renton 
at  tell 
ay  lor 
;ak  Park 
larkson 


452-  51 

129:  13 

♦ 

223!  19 

4 

254-!  246 

» 

295:  292 


552:  2.2:13. 

♦  • 

165 s  —6 *5’  6* 

•  4 

213:  -6,6:-12 .5 

•  • 

253:42.41-3.1 
*  » 

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7-3:  7.7 

19.6:  6.6 
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♦  • 

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4:  520 

20:  6S1 

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♦ 

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0 

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3:  312 


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361: 

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216 

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191 : 

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-30- 


SCHOOL  BUILDING  SURVEY 

Table  No*  5  -  Cont*d. 


(1) 

(2) 

(3) 

(5)  (6) 

(7) 

(S) 

(9  ) 

do) 

(n) 

(12) 

(13) 

•  * 

Aver . 

Estimated 

Increase 

1o 

finer 

En- 

7dncr 

En- 

=  1915 

Enrollment  :  to 

1917 

to 

1919 

to 

bien¬ 

nial 

1921 

roll- 

ment 

1923 

to 

roll 

ment 

IWV 

1917 

1919 

192H1917 

1919 

1921 

incr . 

1923 

1923 

1925 

1929 

Sabin 

446 

^33 

476 

4951-2.9 

9*9 

3.9 

3-9 

10 

544 

10 

59s 

Dash.  Irv 

Nash 

160 

226 

335 

360 :  42 . 5 

46.9 

13.4 

34.2 

10 

4i6 

10 

459 

Casady 

270 

289 

305 

359!  7-0 

5-5 

17-7 

10*0 

15 

412 

15 

^73 

Given 

264 

212 

223 

22S--19.6 

5*1 

2.2 

-4.1 

10 

250 

10 

275 

Kirkwood 

290 

249 

242 

270-44.1 

-2.6 

11.6 

-1.7 

5 

263 

5 

297 

McHenry 

224 

177 

227 

260--20.9 

26. 2 

14.5 

7.2 

10 

266 

6 

306 

Bird 

355 

387 

396 

4l6:  9.0 

2.3 

5*o 

5.^ 

0 

4l6 

0 

4l6 

Franklin 

144 

246 

166- 

70.6 

-23.6 

23.6 

-15 

159 

-15 

135 

Cooper  ) 

) 

Crocker  ) 

) 

190 

173 

150 

°! 

579  (-17-2 
( 

139( 

1 

1 

412 

3S5 

594 

-15.3 

-20.1 

-17.5)  -2 
) 

\  0 

532 

-6 

469 

Lincoln  ) 

) 

Irving  ) 

) 

Garfield) 

259 

6l 

119 

139 

0 

139 

333 

309 

( 

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1 

1 

33 

91 

Hubbell 

271 

3S3 

364 

415:  41.3 

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539 

25 

673 

Greenwood 

231 

242 

290 

28ol  4.7 

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306 

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332 

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239 

265 

262 

311 --0.0.6 

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15 

357 

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399 

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266 

263 

287 

256:' -6. 9 

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256 

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256 

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392 

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507 

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567 

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163 

176': 

7-9 

7-9 

10 

193 

10 

212 

Howe 

127 

124 

163 

252 • -2 , 3 

31.4 

54.6 

27.9 

12 

262 

10 

310 

Bly 

61 

62 

55 

3 8:  1.6 

-11.2 

-30*9 

-13.5 

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36 

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296 

296 

371 

375:  0 

25.3 

1*1 

6.6 

10 

412 

10 

453 

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-31- 


SCHOOL  BUILDING  SURVEY 


(1) 

(2) 

(3) 

Table  No*  5  -  Cont’d. 

(4)  (5)  (6)  (7)  (6)  (9) 

(10) 

(id  (12) 

(13) 

:  Aver 

Estimated 

- 

%  Increase  :  $ 

°{o incr.  En~  :  ^.mci 

-REnE- 

1915: 1917: 1919: bien 

1921 

rclL~:  1923 

roll- 

Enrollment 

to  :  to  :  to  :nial 

to 

ment:  to 

ment 

1915 

1917: 

1919 

1$21 

1917:1919: 1921 ; incr 

1923 

1923:1925 

1925 

McKinley 

249 

240: 

229 

339 

-3. 6-! -4. 5-  42.0:13,3 

12 

379:  12 

424 

10462 

1066911214 

1194s 

1*9:  5*1:  6. 5:  4*5 

4  •  t  • 

6.3 

12945  2.4 

14034 

.Ian  aw  alt 

66 

55: 

71 

91 

16 

107:  23 

131 

Triable 

29 

65: 

61 

76 

• 

6 

20:  6 

24 

'indsor 

13 

16 

25 

22;  40 

30 

5erkins 

117 

199 

36 

274!  33 

364 

.iley 

64:’ 

101 

122 

26 

163!  23 

200 

-dee 

139 

117': 

135 

155 

i  .  \ 

23 

190 •  23 

233 

.lonroe 

33 

4o 

50 

60:  50 

r 

90 

Adams 

60 : 

25 

90 

30 

107:  25 

l46 

Douglas 

65 

75: 

57 

61 

:  :  : 

16 

95 :  12 

112 

Jefferson 

S5 

97: 

97 

123 

22 

157i  22 

200 

Barton 

,  39 

3^:' 

4l 

59 

6 

63:  2 

66 

425 

567: 

S31 

1060 

16,9:46.5:27.5:26.9 

24.3 

1312:25.7 

1652 

10953 

11236-12045 

13302 

2.5;  7.2;'  7.9;  5‘& 

9.6 

14263: 10.0 

15692 

Explanation  of  Table  No*  5 

An  attempt  has  been  made  in  this  table  and  others  of  a 
similar  character  to  predict  by  localities  or  school,  districts  the 
probable  number  of  children  a* ho  will  require  school  accommodations 
in  the  fall  of  1923  and  1925*  Uhile  the  predictions  exhibited  in 
Table  2,  3  and  4  for  the  city  in  general  are  very  useful  in 
estimating  total  needs,  they  are  of  no  practical  use  unless  they 


-X5> 


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v-;!!  %eb'--sn  Xrdod  salt: smidasj 


-32- 

schoSl  building  survey 


can  be.  translated  into  various  sub-divisions  corresponding  to 


' - /  V—/  •/ 

to  be  most  practical  and  to  present  a  basis  for  actual,  operation 
in  the  construction  of  school  house  space,  and  also  to  do  all  of 
the  preliminary  work  necessary  to  the  final  completion  of  such  cor 
struction  before  the  school  is  suffering  from  unwarranted 
congestion,  it  is  necessary  to  look  forward  at  least  three  or  fou;: 


years  and  estimate  as  accurately  a 


PO  S  Si  L 


V>1 


bable  enrollment  in  each  school  district  will  be. 


.e  just  what  the  pro- 


Kindergarten  Records  Excluded 

After  a  careful  study  of  the  kindergarten  situation,  I  con¬ 
cluded  that  it  was  unnecessary  to  consider  its  probable  enroll¬ 
ment  by  buildings  as  a  means  of  determining  need  for  additional 
school  space  because  in  every  school  where  a  kindergarten  is  now 
operating,  owing  to  the  fact  that  kindergartens  have  only  half 
day  sessions,  there  is  sufficient  space  to  take  care  of  the  1925.  en¬ 
rollment*  Uhen  an  addition  is  actually  put  on  to  a  building,  it 
may  be  that  we  ought  to  provide  a  kindergarten  room  which  is  Some¬ 
what  larger  than  the  one  now  in  use  or  perhaps  with  a  better 
arrangement,  thus  freeing  the  room  now  in  use  for  some  other  pur¬ 
pose*  Such  a  change  as  this  would  in  no  way  influence  the  number 
of  rooms  which  it  may  be  necessary  to  add,  I  have,  therefore* 
placed  the  figures  for  the  kindergarten  in  Table  I  of  the  Appendix. 

Predictions  by  Localities 

In  some  respects  it  is  very  much  easier  to  make  a  prediction 
for  the  city  in  general  than  it  is  to  predict  just  what  may  happen 
in  any  particular  district.  Recognizing  these  difficulties,  I 
have  exercised  extreme  care  in  the  preparation  of  this  table  and 
all  of  the  others  which  attempt  to  localize  predictions.  In  the 
spring  of  1922  I  submitted  to  each  principal  a  table  showing  for 
each  school  in  the  city  the  enrollment  in  19.1.4,  1917*  and  1920  to¬ 
gether  with  the  per  cents  of  increase  or  decrease.  As  in  all  of 
the  tables,  these  figures  were  based  upon  October  enrollments*  I 
requested  the  principals  to  study  their  own  situations  as  careful! 
as  possible,  to  confer  with  any  of  their  patrons  whose  judgment 
would  be  of  value,  and  as  a  result  of  all  of  these  judgments  make 
an  estimate  on  the  forms  which  I  presented  to  them  of  the  rate  of 
growth  for  their  respective  school  districts  for  the  periods  1920- 
1923  and  1923-1925.  Having  these  estimates  in  hand  together  with 
any  written  explanations  which  they  desired  to  submit,  I  asked  Hr. 

L,  H.  Jester  to  check  the  principals’  estimates  and  present  for 
each  district  what  he  considered  to  be  an  accurate  prediction  of 
the  probable  rate  of  growth,  I  have  felt  that  because  of  his  long 
years  of  experience  in  studying  the  development  of  the  various 
sections  of  Des  Moines,  his  opinion  would  oe  very  valuable.  Having 
all  of  these  facts  in  hand,  and  with  the  assistance  of  Mr.  W.  Lee 
Jordan,  I  made  the  estimates  on  probable  rate  of  increase  in  school 


SCHOOL  BUILDING 


-33- 

SURVEY- 


enrollment  as  shown  in  Columns  13  and  15,  and  based  upon  these 
estimates  the  figures  shown  in  Columns  14  and  l6  were  derived. 

These  predictions  took  into  consideration  not  only  the  rate 
at  which  the  school  has  grown  during  the  past  years,  but  also  the 
effect  of  changes  in  boundary  lines,  the  erection  or  closing  of 
schools  in  neighboring  districts,  the  development  of  industries, 
the  building  of  apartment  houses,  the  desirability  of  the  neighbor¬ 
hood  as  a  residence  district,  the  amount  of  space  now  available 
for  building  purposes,  the  likelihood  of  extension  of  manufacturing 
establishments,  railroads  or  business  houses,  and  the  present 
popularity  of  the  entire  district  as  a  residence  section  as  re¬ 
vealed  in  the  record  of  residence  building  permits  issued  by  the 
city  from  April  1,  1921  to  August  12,  1922,  as  shown  in  Table  K 
of  the  Appendix* 

Some  of  these  basic  considerations  may  be  illustrated  and  a 
method  of  interpreting  the  table  indicated  by  studying  the  first 
two  schools  listed,  namely,  Stowe  and  Willard.  In  1915  the  Stowe 
School  had  an  enrollment  for  the  first  six  grades  of  ^5  pupils.  I 
increased  only  slightly  during  the  following  two-year  period,  but 
after  that  its  enrollment  was  accelerated  with  great  rapidity  until 
it  had  reached  an  enrollment  of  209  in  1921-  It  will  be  observed 
that  the  Willard  School  enrollment  increased  between  1915  and  191? 
decreased  very  rapidly  between  1Q17  and  1919 >  and  then  increased 
from  1919  to  1921  at  the  same  time  that  the  Stowe  School  was  in¬ 
creasing  very  rapidly.  The  per  cents  in  Columns  9>  20  >  11,  and  12 
are  based  upon  the  absolute  figures  in  Columns  2  to  5*  Note,  How¬ 
ever,  that"  a  prediction  has  been  made  that  the  Stowe  School  will 
increase  from  1921-1923  and  from  1923-1925  at  the  rate  of  20%  while 
the  Willard  School,  even  though  the  figures  in  Columns  2  to  5  in- 
di cate  that  this  school  has  decreased  in  enrollment,  will  actually 
increase  from  1921-1923  and  from  192 3-1925 •  The  reason  for  this 
is  that  the  phenomenal  growth  of  the  Stowe  School  between  1917 
and  1919  was  due  largely  to  the  transfer  of  pupils  from  bollard 
School  to  Stowe  School,  while  the  increase  in  the  Stowe  School  dis¬ 
trict  from  1919  to  2921  was  largely  the  result  of  an  actual  in¬ 
crease  in  the  general  population  which  to  a  slight  extent  affected 
the  Willard  district  also.  It  is  my  belief  that  without  any  fur¬ 
ther  disturbance  in  the  transfer  of  pupils,  these  two  schools  will 
grow  at  the  rate  indicated  until  1925  when  we  shall  have  in  the 
Stowe  School,  as  shown  in  Column  lb,  300  pupils  in  grades  1  to  6 , 
and  in  the  Willard  School,  520 . 

All  of  these  tables  which  attempt  to  localize  predictions  have 
been  so  arranged  as  to  group  the  schools  by  localities  and  not 
alphabetically.  This  is  a  distinct  advantage  in  that  one  can  checl 
the  predictions  he  makes  for  each  school  in  the  locality  against 
the  total  for  several  schools  in  that  locality.  Such  a  plan  is 
essential  to  approximate  accuracy  primarily  because  of  changes  in^ 
boundary  lines  which  have  been  made  in  the  past  or  the  transfer  of 
pupils  without  the  change  of  boundary  lines,  and  both  of  these  are 
usually  the  result  of  the  erection  or  elimination  of  residences. 


-34- 

SCHOOL  BUILDING  SURVEY 

This  table  was  built  independently  of  Table  No.  3  taking  into 
consideration  the  factors  of  growth  which  I  have  suggested  and 
made  entirely  in  terms  of  local  situations.  It  is  interesting, 
therefore,  to  check  it  against  Table  No.  3*  This  table  predicts 
a  1925  enrollment  of  15,692.  Table  I  in  the  Appendix  predicts 
that  we  shall  have  in  the  kindergarten  by  October  1925,  2716  pupil £ 
or  a  total  of  18,410  pupils.  Comparing  this  with  the  elementary 
school  enrollment  for  1925  as  shown  in  Column  3  of  Table  No.  3> 
it  will  be  observed  that  the  predictions  in  Table  No.  5  based  upon 
local  conditicn  s  exceed  the  predictions  for  the  city  in  general 
as  shown  in  Table  No.  3  by  only  442  pupils,  which  I  regard  as  a 
fortunate  circumstance  because  it  indicates  that  when  we  have 
attempted  to  distribute  the  general  increase  in  the  school 
attendance  among  approximately  fifty  schools  the  total  increase 
distributed  has  corresponded  exactly  with  the  total  increase 
arrived  at  in  another  manner  and  yet  the  difference  is  less  than 
an  average  of  ten  pupils  in  a  school  and  being  somewhat  greater  i £ 
in  favor  of  a  possible  relief  of  congestion  rather  than  an  in¬ 
crease  . 

If  we  are  willing  to  accept  as  reasonably  accurate  the  pre¬ 
diction  shown  for  the  city  in  general  in  Table  No.  3>  that  is  an 
elementary  school  enrollment  in  1925  of  17,960,  then  we  must 
accept  the  total  predictions  shown  in  this  table  (No.  5)  as  being 
sufficiently  accurate  but  we  must  be  largely  concerned  with  the 
extent  to  which  local  conditions  have  been  accurately  interpreted. 
As  I  shall  try  to  show  later,  however,  when  I  compare  the  probable 
enrollment  for  1925  with  the  present  normal  capacity  of  these 
elementary  schools  as  shown  in  Table  No,  16,  I  believe  we  can  be 
quite  sure  that  there  is  no  danger  of  providing  too  much  space  in 
any  one  of  the  localities  shown  in  this  table  if  we  plan  to 
accommodate  the  number  of  pip  ils  in  these  grades  which  I  have  pre¬ 
dicted  for  1925* 


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-35- 

SCHOOL  BUILDING  SURVEY 

Table  No*  6 


COMPARATIVE  OCTOBER  ENROLLMENT  ID  PROBABLE 
GROWTH  IN  GRADES  1  to  3 


(1) 

(2) 

(3) 

(4) 

(5) 

(6) 

(7) 

(s) 

(9) 

(10) 

(11) 

(12) 

(13) 

$ 

Aver , 

Esti 

mated 

Increase 

Cl° 

yorncr 

Bn- 

yuncr 

En- 

Enrollment 

1915 

to 

1917 

to 

1919 

to 

bien¬ 

nial 

1921 

to 

roH- 

ment 

1923 

to 

rol_,« 

ment 

i?i5 

1917 

i?19 

1921 

1917 

1919 

1921 

incr , 

1923 

1923 

1925 

1929 

Hanawalt 

1& 

77 

94 

110 

-1.3 

22.0 

17.0 

12.5 

20 

132 

25 

165 

Frisbie 

111 

so 

99 

105 

-23. Q 

23.7 

6 .0 

.5 

3 

113 

3 

122 

Windsor 

13 

13 

3S.4 

32.4 

25 

22 

40 

30 

Perkins 

117 

250 

D.3.6 

113.6 

4o 

350 

35 

472 

Riley 

64 

122 

153 

90.6 

25.4 

33,6 

30 

19s 

25 

247 

Rice 

174 

171 

1SS 

2l4 

-1.3 

9*9 

13.3 

7-3 

25 

267 

25 

333 

Monroe 

33 

4o 

21.2 

21,2 

50 

60 

50 

90 

Adams 

60 

S5 

90 

4i.6 

5.S 

15.  s 

30 

117 

25 

146 

Douglas 

74 

33 

36 

125 

is. 9 

-2.3 

45.3 

20.6 

20 

150 

20 

ISO 

Jefferson 

io4 

12S 

125 

157 

23.0 

-2.4- 

25.6 

15.4 

30 

165 

30 

2l4 

Barton 

46 

4o 

43 

64- 

-13a 

20.0 

33-3 

13.4 

10 

70 

10 

77 

5S7 

JOS 

1010 

1326 

20.6 

29.4 

31.2 

27,0 

24- 

1644 

26 

2076 

Explanation  of  Table  No*  6 

This  table  presents  predictions  for  a  group  of  schools  in  out*- 
lying  districts  which  in  some  cases  enroll  pupils  only  up  to  the 
third  or  fourth  grades  and  in  other  schools  up  to  and  including 
grade  3.  They  have  been  grouped  in  this  manner  because  they  do  not 
lie  within  the  zones  of  junior  high  school  accommodations  as  pre¬ 
sented  in  Chart  No,  5. 

It  is  quite  difficult  to  make  accurate  predictions  concerning 
such  a  group  of  schools  because  their  districts-  represent  great 
susceptibility  to  growth  if  certain  influences  are  brought  to  bear 
upon  their  development.  For  example,  if  the  University  car  line 
should  be  extended  westward  to  Sixty-third  Street  it  is  probable 
that  the  land  west  of  the  cemetery  would  be  open  for  residential 
purposes  and  would  be  developed  quite  rapidly.  Of  course,  this 


-22- 


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SCHOOL 


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U  I  L  D  I  N  G 


-36- 

SURVEY 


would  double  or  quadruple  the  Windsor  School  attendance  in  a 
short  time.  However,  if  we  follow  a  definite  schedule  of  school 
surveys  as  I  have  suggested  elsewhere,  that  and  other  localities 
can  be  watched  constantly  and.  provided  for  in  advance. 


Table  No .  7 


COMPARATIVE  OCTOBER  ENROLLMENT  AM  D  PROBABLE  GROWTH 

IK  GRADES  6  to  0  INCLUSIVE 
(Junior  high  school  years) 


(2)  (?)  (4)  (5)  (6)  (7)  (S)  (9)  (10)  (11)  (12)  (13. 

:  *.  Aver , : Estimated 

■  %  Increase  :  %  :  /tjncr:  "En~  :  foincr : En~ 

:  1915.:  1917: 1919:  bien-:  1921:  roil-:  1923:  roll 
Enrollment  :  to  :  to  :  to  :nial  •  to  :ment:  to  :menf 

1915:191/: 1919:192 1: 1917 : 1919 : 1921 : incr . : 192  3:1923: 1925:1923 


Group  I 


Juniqr  High  School 

East  Twenty-fourth  and  Univ. 


Stowe 

9 

0 

23 

30: -100 

-.30.4 

-34.0 

Willard 

192 

220 

270 

209:14.6 

22,7:  7.0 

14.7 

Phillips 

101 

159 

100 

210:57.4 

10.2:15.9 

30.5 

Brooks 

12s 

101 

227 

262 ; 4l . 4 

25-4: 15.4 

27.4 

Scott 

10 

30 

36 

20200,0 

20 . 0  :-44, 5 

50.5 

44-0 

590 

7^4 

019:34,7 

26.1:10.0 

23.6 

13.6 

1 — 1 
KA 

o\ 

12.3 

1046 


Junior  High  School 
East  Fourteenth  and  Univ. 


Group  II 


Logan 

19 

35 

29 

34 

*  % 

04. 2A7. 2:17.0 

20.0 

Emerson 

32 

4? 

33 

55 

53.1^22.5:44.7 

25.1 

Lucas 

,  33 

44 

43 

47 

33-3:  9*0: -2.1 

13.4 

Amos  Hiatt 

436 

469 

514 

511 

-3-5:  9-5:  -.6 

1.0 

Webster 

42 

50 

57 

62 

30. 0: -1.0:  0-7 

i4.q 

Longfellow 

55 

37 

63 

67 

-32 .0;  03 . 7:  -1. 5 

16.4 

Wallace 

153 

102 

209 

229 

10.9: 14,6:  9.5 

i4.4 

Whittier 

♦  * 

«  « 

Bryant 

35 

20 

-20. : -100: 

-60 

Cary 

•  • 

•  • 

Curtis 

61 

71 

37 

01 

l6.3:22.5:-6.9 

10.6 

• 

Benton 

«  fc 

•  • 

916 

973 

1050 

10S6 

6.2:  7.9:  3.4 

5.6 

5-5 

1146 

5-5 

-  >:• 


37- 


SCHOOL  BUILDING  SURVEY 


(l) 


Table  No.  7  -  Cont'd. 
(2)  (3)  (4)  (5)  (6)  (7)  (8)  (9) 


(10)  (11)  (12)  (17) 


Aver 


E 


stimated 


Increase  :  fc  twiner:  Eh-  :  ^Incr :  En- 


1915:1917: 1919:bien-:  192l:roXL-:  192 3:  rol 
to  :  to  :  to  :nial  :  to  tment:  to  :me 
1915:1917: 1919 : 1921:1917: 1919: 1921: incr , : 1923:1923:1925: 19 


Enrollment 


Group  III 


Cattell 

124 

:  13S 

175 

12s  7 

Saylor 

165 

174 

Oak  Park 

102 

:  131 

94 

159 

Clarkson 

93 

:  log 

23 

45 

;324 

377 

462 

565 

Group  IV 

Sabin 

207 

197 

212 

205 

Wash « Irv  * 

194 

194 

Nash 

21 

165 

53 

65 

Casady 

146 

113 

121 

149 

Given 

133 

25 

33 

39 

Kir lwoo d  ^ 

54 

65 

73 

69 

HcHenry 

126 

136 

130 

123 

Bird  ^ 

70 

S3 

77 

76 

Franklin 

14 

72 

51 

Cooper 

24 

17 

179 

202 

Cro  cker 

l(So1 

203 

75 

-102 

L  incoln 

23 

0 

Irving 

160 

143 

0 

Garfield 

1135 

1171 

1219 

1275 

Junior*  High  School 
Cambridge  and  Ovid 


11. 3:26. 3 


16.3 

14.9 

5.4 

5.4 

69.1 

23.0 

60.7 

-1.0 

22.2 

20.3 

21-71  633 

13.4 

2S,4:-23.3 

10.2;-74.l 

• 

16.3:22.5 


Junior  High  School 
Best  Tenth  and  University 


S15 


-4.5:  7.6I-3 


735: 
-152: 
-€4.3: 
20.3: 
7-9: 
IS. 5: 


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25.3: 

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3.1:  4.0:  4,5:  3.3 


3.0 


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3.0 


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Junior  High  School 
West  31 3 t  and  Center 

Group  V 


Hubbell 

125 

170 

• 

227;  191 

36.0 

f 

3  3  -  5  :-l  5  -  9 

17.  & 

Greenwood 

S7 

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117:  127 

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Elmwood 

113 

121 

114:  I37 

7-0 

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7*1 

Grant 

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154 

166:  I5C 

7-6 

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-3S- 


SCHOOL  BUILDING  SURVEY 


(1) 


(2) 


Table  No.  7  -  Cont1!. 

( 3 )  ( 4)  (5)  (6)  (7)  (2)  (9 ) 


(10)  (ll)  (12)  (13) 


Enrollment 

%  Increase 

1915: 1917:1919 

to  :  to  :  to 
1917:1919:1921 

191^:191/':  1919:1921 

Aver.  ;  Estimated 

1o  : ^E'incr : En-  ' ;>in cr: Er.. • 

bien- :  1921 :  roll-:  1923 :  ro : : 
nial  :  to  :ment:  to  ;me  1 
incr. : 1923; 1923: 1925:1^  ; 


Group  VI 


Group  VII 


Junior  High  School 
In  Lincoln  Building 


Park  A ve, 

141 

157 

205 

128 

11,3 

30.5 

-6.3 

11.1 

Maple  Gr , 

60 

70 

16 .6 

16 .6 

Howe 

59 

42.9 

Bly 

22 

21 

12 

12 

-4.6 

0 

-15.8 

Wash. 

100 

70 

113 

122 

-30.0 

61,4 

13*2 

i4.g 

McKinley 

121 

111 

11s 

137 

-g.3 

6.3 

16.1 

4.7 

3S4 

359 

50s 

594 

-6.4 

41,5 

16.9 

17.3 

11 V  4 

662 

11.7 

7^0 


Outside  Junior  High  Territory  at  Present 


Hanawalt 

19 

32 

36 

33: 6g .4 

12.5 

• 

-2.4:24.1 . 

•  4 

0  % 

i  « 

4  • 

Frisbie 

32 

23 

31 

4l:-2S  ,2 

34.7 

32.2:12.9 

1  « 

4  • 

Windsor 

1  : 

Perkins 

14 

79:' 

464.!  464, 

{ 

4  « 

Riley 

7 

39 

3^: 

457. 

-2.6:227- 

i  : 

Ri  ce 

57 

S2 

77 

26:43. g 

-6.1 

11.6:16.4 

i  : 

Adams 

13 

12: 

—7 • 7 : —7 . 7 

i 

Douglas 

17 

36 

35 

56:112. 

-2.2 

60.0:56.4 

♦ 

Jefferson 

34 

% 

40 

42: 32.3 

-11.2 

20.0: 14,0 

Barton 

11 

9 

9 

2  :-l2 . 2 

0 

-11.2; -9.S 

Monro e 

Kirkwood  w 

27 

33 

37 

34:22.2 

12.1 

-2.2:  2.7 

197 

267 

331 

435:35.5 

23.9 

31,4!  30.2 

30 :  565 

30 

GRAND 

TOTAL 

3961 

4394 

5053 

549o! 10.9 

i4.$ 

2.6:11.4 

ll,g:6l4l 

11.6 

7;  * 
6255 


Explanation  of  Table  No.  7 


This  table  divides  the  elementary  schools  of  the  city  into 
seven  groups  and  includes  all  schools  which  enroll  pupils  in  grades 
6  to  &  inclusive.  The  first  six  groups  have  been  selected  in  terms 
of  junior  high  school  centers  located  approximately  as  indicated  in 
the  titles  of  the  groups.  Group  7  consists  of  schools  which  lie 
outside  the  junior  high  school  territory  contemplated  in  the  pre¬ 
sent  building  program.  These  are  the  schools  which  some  day  will  be 
better  served  by  junior  high  schools  when  the  populations  have  in¬ 
creased  to  such  an  extent  that  junior  high  schools  may  be  located 


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-39- 


SCHOOL  BUILDING  SURVEY 
as  shown  by  the  circles  on  Chart  No.  5  numbered  6,  <5,  10  and  12. 

When  boundary  lines  are  actually  and  exactly  arranged  for 
these  different  junior  high  school  centers,  the  groups  as  I  have 
arranged  them  may  not  be  exactly  as  indicated  because  boundary 
lines  must  be  drawn  by  streets  and  not  by  circles.  Then  too  it  is 
possible  that  some  of  the  fractional  divisions  of  the  enrollments, 
as  shown  in  Group  4  and  Group  5>  nay  not  work  out  just  that  way* 
This  will  be  particularly  true  with  Kirkwood,  McHenry,  Bird  and 
Crocker  Schools,  but  whatever  modifications  in  these  distributions 
are  necessary,  they  will  make  no  real  difference  in  the  needs  by 
localities  as  indicated  by  the  probable  enrollment. 

Following  the  same  methods,  as  explained  in  Table  No.  6,  I 
have  attempted  to  predict  the  growth  and  enrollment  of  these  grades 
in  each  of  these  groups  of  schools  as  indicated  without  considering 
the  individual  elementary  school  in  the  group  because  this  is  of 
no  consequence.  To  illustrate,  I  have  predicted  in  Group  1  that 
these  grades  will  increase  13 .b$  between  1921-1923  and  12.3$  be¬ 
tween  1923-1925.  If  these  predictions^  are  correct,  it  will  be 
necessary,  as  shown,  to  accommodate  1046  junior  high  school  pupils 
in  a  school  at  East  Twenty-fourth  and  University  Avenue,  The 
number  of  pupils  requiring  such  accommodation  in  each  of  the 
districts  is  shown  in  Column  No.  13. 

It  is  natural  to  ask  the  question,  why  we re  grades  6,  7  and 
g  chosen  as  a  basis  for  determining  enrollment  in  the  junior  high 
school  years  which  include  grades  7,  $  and  9?  I  have  done  this 
because  I  wishes  to  estimate  the  enrollment  of  pupils  in  these 
grades  by  localities  and  although  I  might  have  taken  the  actual 
figures  showing  the  seventh  and  eighth  grade  enrollment  in  these 
localities  and  the  ninth  grade  enrollment  in  the  high  schools  froi 
these  localities,  it  would  have  been  quite  difficult  to  secure 
these  data*  I  have,  therefore,  gone  directly  to  the  local  school 
districts  and  after  investigation  determined  that  it  was  legitimate 
to  use  grades  6,  7  and  3  as  a  measure  of  enrollment  in  grades  7,  8 
and  9  because  the  two  xotals  practically  correspond.  The  table 
just  below  shows  that  the  holding  power  of  the  school  combined 
with  the  number  of  tuition  pupils  who  enter  our  schools  has 
operated  to  such  an  extent  that  we  have  now  reached  the  point  where 
pupils  in  grades  7>  0  and  9  correspond  almost  exactly  in  number  to 
the  pupils  in  grades  6,  7  and  G, 

COMPARISON  OF  GRADES  6  -  £  WITH  GRADES  7  -  9 


Year 

Grades  6  to  8 

Grades  7  to  9 

Per  cent  grades  7-9 
over  grades  6  - 

- 

3991 

3irg 

'37.8" 

1915 

39W 

3513 

38. S 

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4232 

4013 

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TW7 

43 m 

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1913 

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-4o- 


SCHOOL  BUILDING  SURVEY 

Hsre  again  a  comparison  between  the  prediction  concerning 
probable  enrollment  in  the  junior  high  school  grades  in  1925 
when  arranged  by  districts  with  the  total  for  the  city  in  general 
as  shown  on  Table  No.  3  is  interesting.  The  total  predictions 
here  equal  660S  whereas  the  predictions  for  the  city  in  general 
total  6707,  a  difference  of  only  l4S  pupils. 

Table  No,  S 

C0I3PARATIVE  OCTOBER  ENROLLMENT  AND  PROBABLE  GROWTH 

OF  C-RADES  10  to  12 


(X) 

(2) 

(3) 

(4) 

(5) 

(6) 

(7) 

(6) 

(9)  (10) 

(ID 

(12) 

Increase 

of 

$  Increase 

Aver  # 

df 

1 0 

Enrollment 

1915 

to 

1917 

to 

aw 

to 

1915:1917 

to  :  to 

1919 

to 

bien¬ 

nial 

1915 

1917 

1919 

1921 

1917 

1919 

1921 

1917:1919 

1921 

incr » 

East  High 

639 

793 

936 

1249 

154 

193 

263 

f 

24.1:24.3 

26.7 

25,0 

Ibrth  High 

426 

529 

622 

664 

103 

93 

42 

24.2:17.6 

* 

6.7 

16.2 

rTest  High 

SOS 

S66 

975 

107s 

5s' 

109 

103 

7.2:12.6 

10.6 

10,1 

1S73 

21SS 

2523 

2991 

315: 

_ 

395 

4o3 

* 

l6.S:  13.0 

15.3 

16. 3 

(15)  (l4)  (15)  <l6) 


:  Estimated 

:  %incr 
:  1921 
:  to 
:  1923 

En-  twiner 
roll-: 1923  ■ 
ment  :  to 

1923  : 1925 

En¬ 

roll¬ 

ment 

1923 

« 

:  l4,l 

34l4  •  13.7 

3335 

Explanation  of  Table  No#  6 

This  table  is  built  from  various  other  tables  but  is 
determined  largely  by  the  prediction  made  in  Table  No,  2,  that  is. 
Table  No,  2  indicated  that  by  1923>  there  would  be  3SS5  pupils 
in  these  grades.  This  number  serves  as  a  check  in  determining  the 
estimates  of  the  rates  of  growth  for  the  two  periods  from  1921-23 
and  from  1923-25.  Having  the  actual  figures  for  the  rates  of 
growth  of  the  four  periods  since  1921,  and  this  prediction  of  the 


V  i  :)  H  I  Q  J  I  .  I  00H03 

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-4l- 


SCHOOL  BUILDING  SURVEY 

1925  enrollment,  it  was  possible  to  establish  rates  of  growth  for 
the  two  periods  as  shown  in  Columns  13  and  15>  namely,  l4.1$  and 

13.7*. 


Table  No*  9 

RATIO  OF  JUNIOR  AND  SENIOR  HIGH  SCHOOL  ENROLLMENT 
TO  ELEMENTARY  SCHOOL  ENROLLMENT 


(1)  (2)  (3)  (4)  ..(5)  .  (6) 

- — - ; muvu'-i . — : — • - - 7~7zr — tyr^w  'Zf. - rrrw — err 


Year 

'  Total 

Elementary 

Total ' 

Junior"'High 

Total 

Senior  High 

'jf :  High  — 

to  Elementary 

Sr.  HigHIT"' 

to  Elemental". 

1914 

1915 

1916 

1917 
191s 

1919 

1920 

1921 

12303 

12624 

12712 

13020 

13329 

14117 

14345 

15293 

311s 

3513 

4013 

4007 

4013 

4747 

4926 

5500 

1665 

1273 

1299 

2122 

2246 

2523 

2761 

2991 

25.3 

27.6 

31.5 

30.6 

30,1 

m 

35-9 

13.5 

14.7 

14.9 

16.7 

16. 2 

12.2 

19.2 

19.5 

1922 

16101 

5900 

3191 

36 . 6 

19.2 

1923 

16704 

61S5 

3414 

36.9 

20.4 

1924 

17325 

6432 

3643 

37.1 

21.0 

1925 

17962 

6707 

3225 

37.3 

21.6 

1930 

21562 

2195  - 

5202 

32. 0 

24.1 

1935 

25274 

9965 

6905 

32.5 

26.6 

1940 

31049 

12063 

9073 

32.2 

29.2 

Explanation  of  Table  No.  9 


This  table  was  obtained  by  using  data  from  other  tables  and 
then  by  computing  the  per  cents  which  the  junior  and  senior  high 
school  enrollments  bear  to  the  elementary  school  enrollment.  The 
table  was  made  as  a  check  on  other  tables.  It  would  be  possible, 
if  all  children  lived  to  the  age  of  seventeen  and  if  none  of  them 
dropped  out  of  school,  to  have  three-sevenths  as  many  in  grades 
7.  to  9  or  10  to  12  as  there  ivould  be  in  the  kindergarten  and  first 
six  grades,  that  is,  there  would  be  in  the  senior  high  school  groun 
or  the  junior  high  school  group  42 .g#  of  the  pupils  in  the  kinder-' 
garten  to  grade  o  inclusive.  It  will  be  observed  that  this  table 
is  .so  built  as  to  predict  an  enrollment  in  the  junior  high  school 
years  in  1940  which  equals  only  3&*$  per  cent  of  the  elementary 
senool  enrollment  at  that  time  and  that  the  senior  high  school  en¬ 
rollment  is  predicted  at  2J.2%  of  the  elementary  school  enrollment. 
Botn  of  tnese  predictions  are  I  feel,  relatively  conservative  as 
compared  to  tne  possible  42 .gjL  If  they  had  been  larger  than  42. 
tnen  the  prediction  s  in  all  p  robability  would  have  been  invalid. 


*  V 


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-42- 


SCHOOL  BUILDING  SURVEY' 


During  the  years  from  1914-  to  1921  for  which  the  figures 
show  actual  records,  there  was  a  rapid  and  fairly  constant  in¬ 
crease  in  the  percentage  of  pupils  in  junior  and  senior  high 
school  years.  The  senior  high  school  enrollment  increased  in 
its  relation  to  elementary  school  enrollment  from  13*57®  in  19^ 
to  1Q.5 1C  in  1921,  while  the  elementary  school  enrollment  in¬ 
creased  from  25.3 $  to  35*9 ci°  in  its  relation  to  the  elementary 
school  attendance.  The  per  cents  for  1922  and  the  later 


years 


show 

bear 


the 

to 


making 


relation  which  these  two  groups  of  pupils  will  probably 
the  elementary  school  group  amid  assist  materially  in  the 


md  interpretation  of  the  next  five  tables. 


THE  RELATION  OF  SENIOR  HIGH  SCHOOL  ENROLLMENT 
E  LEI.  IE  NT  ARY  SCHOOL  ENROLLMENT  ARRANGED  EY 

LOCAL  I  TIES 


TO 


Here  again  having  general  estimates  of  probable  enrollment  in 
the  different  divisions  of  the  school  system,  as  shown  in  previous 
tables,  it  is  necessary  for  practical  purposes  to  subdivide  and 
localize  these  general  estimates  so  that  the  needs  of  each  school 
unit  may  be  analyzed  and  determined.  Therefore,  the  method 
employed  in  determining  the  probable  enrollment  in  each  of  the 
five  senior  high  schools  is  based  upon  the  ratio  which  it  is  ex¬ 
pected  that  the  senior  high  school  attendance  in  each  of  these 
districts  will  bear  to  the  elementary  school  enrollment  in  the 
schools  that  must  necessarily  serve  the  senior  high  schools.  For 
the  city  in  general,  as  stated  above,  these  ratios  are  exhibited 
in  Table  No,  9*  in  Tables  10  to  l4  inclusive  the  application  of 
this  method  has  been  made  to  each  of  the  five  senior  high  school 
districts. 


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SCHOOL  BUILDING  SURVEY 

Table  No.  10 

* 

EAST  HIC-H  SCHOOL  ENROLLMENT 


Comparison  Between  Enrollment  in  Grades 
Kindergarten  to  6  and  10  to  12 


.  ill  (2) Lll  Lit) Lei  L61  lii 

K— o 

Oct. 

1915 

Oct , 

1?17 

K-b 

Oct . 

1919 

Oct . 
1921 

Oct . 

1923 

K-b 

Oct , 

1925 

Adams 

« 

60 

95 

Douglas 

76: 

76 

65 

Stowe 

4-5: 

77 

1S2 

Willard 

504: 

594 

514 

Phillips 

343: 

462 

473 

Brooks 

505: 

526 

617 

Scott 

15S: 

15$ 

167 

Logan 

27S: 

2c5 

231 

Emerson 

332: 

292 

297 

Lucas 

2S7: 

3% 

335 

Webster 

357: 

406 

44-2 

Longfellow 
Hall. -Whitt 

356 

451 

475 

459 

Bryant 

356: 

290 

Cary 

123: 

423 

436 

Curtis 

396: 

Benton 

2B2: 

233 

216 

Cattell 

463: 

495 

424 

9S 

94 

254 

550 

553 

650 

207 

257 

306 

34s 

412 

500 

499 


4-35 

240 

4-91 


117 

110 

304 

576 

062 

701 

214 

266 

314 


■12 
500 
54s 


2I+0 

576 


15S 

129 

364 
599 
793 
742 
221 

275 

322 

365 

412 

500 

602 


4 
2 
6S1 


Totals 


5256 


5506 


542S 


5S°4 


6335 


6S4i 


GRADES 

10  -  12 


639 


797 


J 


9^6 


1151 


Per  cent  of 
10-12  to 
Elementary 
Enrollment 


12,1 


l4,4 


1S.1 


19.5 


Explanation  of  Table  No,  10 


This  table  shows  the  elementary  schools  which  will  be  served 
by  East  High  School,  The  totals  for  grades  10  to  12  for  1921  do 
not  include  9&  pupils  from  the  south  side.  These  were  deducted 
for  the  purpose  of  having  a  more  accurate  measure  of  the  East 
High  needs  and  also  for  the  purpose  of  ascertaining  the  percent¬ 
age  for  the  Lincoln  High  School  as  shown  in  a  later  table. 


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-44- 


SCHOOL  BUILDING  SURVEY 

Table  No.  11 

NORTH  HIGH  SCHOOL  ENROLLMENT 

Comparison  Between  Enrollment  in  Grades  Kindergarten 

to  6  and  10  to  12 


(1) 

(2) 

(3) 

(4) 

(5) 

(6) 

(7) 

XT 

Oot . 

1915 

K—6 

Oct. 

1917 

1-6 

Oct « 

1919 

K-6 

Oct . 
1921 

K-6 

Oct. 

1923 

TY-ti": 

:0ct , : 

1925: 

Saylor 

24-7 

352 

429 

514: 

Oak  Pe.rk 

407 

4-SS 

4-19 

4s  l 

576 

6 90: 

Clarkson 

2S7 

251 

24g 

267 

267 

267: 

Sabin 

502 

493 

550 

565 

621 

682 1 

• 

Pash.  Irving 

1 

2/3  Nash 

129 

17S 

266 

295 

324 

356': 

Casady 

316 

332 

376 

420 

4S2 

553:’ 

Given 

304 

255 

256 

268 

294 

323: 

l/3  Kirkwood 

108 

100 

96 

109 

114 

119: 

2/3  Crocker 
and  Cooper 

462 

426 

570 

442 

4o6 

373: 

Totals 

2527 

2334 

3023 

3205 

3513 

3S77! 

GRADES 

10  -  12 

426 

529 

622 

613 

Per  cent  of 
10-12  to 
Elementary 
Enrollment 

16. S 

20,7 

20.5 

19.1 

Explanation  of  Table  No.  11 

The  totals  for  grades  10  to  12  for  1921  do  not  include  51 
pupils  from  the  south  side.  These  are  deducted  for  the  reason 
stated  under  Table  No.  10. 


-4*1- 

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45- 


SCHOOL  BUILDING  SURVEY 

Table  No.  12 


'VEST  HIGH  SCHOOL  ENROLLMENT 


Comparison  Between  Enrollment  in  Grades  Kindergarten 

to  6  and  1C  to  12 


(l) 


KLF-7I-6 

K-S 

TTWb  ' :  K-6  iT-6  : 

Oct . :  Oct , 

Oct . 

: Oct . :  Oct . :  Oct  : 

1915:1917 

1919 

: 1921:1923: 1925: 

2/3  Kirkwood 

• 

217-  200 

j  ;  ;  ; 

1941  218:  22g|  239: 

McHenry 

253:  212 

269 

306:  336:  362: 

Bird 

4i2i  446 

464 

466:  486:  4g8: 

Franklin 

:  169 

286 

226:  191:  162: 

l/3  Crocker 

234:  213 

265 

221:  203:  166: 

and  Cooper 

:  ,  i  : 

Lincoln 

296:  64 

146 

159:  159i  159: 

Irving 

373:  330 

i  ♦  * 

Garfield 

60:  113 

•  4  4 

*  •  « 

l/3  Elmwood 

95:  107 

106 

11$:  136:  152: 

Grant 

322:  311 

316 

311 :  3li:  311: 

Riley 

:  74 

124 

167!  205:  246: 

Ri  ce 

162 :  l4l 

145 

161:  221:  2|1: 

Monroe 

43 

57:  60:  ll4; 

Jefferson 

97:  109 

116 

l42:  161:  256: 

Barton 

39:  34 

64:  88 

4l 

59:  63:  66: 

1/3  Nash 

133 

l47:  162 :  177: 

Totals 

2624:  2631 

2670 

2600:  2964:' 3165': 

Roosevelt  K-6 

941:1106 

1323 

•  4  f 

1490:  :  : 

West  and 

•  %  * 

Roosevelt  K-6 

3565:3757 

3993 

4290:  :  : 

West  and  10- 

•  It 

♦  ♦  * 

*  •  • 

Roosevelt  12 

603:  866 

975 

1051 :  :  : 

Per  cent  of 

«  •  1 

•  it 

•  «  1 

10-12  (Rest  & 

•  4  • 

%  »  1 

Roosevelt)  to 

»  »  * 

*  •  t 

Elementary 

22.6:23.0 

24.4 

•  •  t 

•  •  a 

Enrollment 

24.4:  :  : 

Explanation  of  Table  No.  12 

The  totals  for  grades  10  to  12  for  1921  do  not  include  27 
pupils  from  the  south  side.  The  reasons  are  stated  under 
Table  No.  10. 


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-4-6- 


SCHOOL  BUILDING  SURVEY 

Table  No.  13 

ROOSEVELT  HIGH  SCHOOL  ENROLLMENT 
Enrollment  in 

Grades  Kindergarten  to  6  of  Schools  to  be  Served  by 

Roosevelt  High  School 


(1) 

(2) 

(3) 

(4) 

(5) 

(6) 

(7) 

k-b 

Oct . 

1915 

K-6 

Oct . 

1917 

K-6 

Oct . 
1919 

k-b 

Oct . 
1921 

K-b 

Oct . 

1923 

K-b 

Oct . 
192b 

Hubbell 

323 

450 

433 

492 

639 

79s 

Greenwood 

267 

230 

333 

317 

34s 

375 

2/3  Elmwood 

190 

215 

214 

23s 

272 

304 

Han aw alt 

72 

S3 

S3 

109 

12S 

156 

Fri  sbie 

S9 

65 

96 

90 

95 

100 

Windsor 

IS 

20 

24 

33 

Perkins 

146 

224 

30  s 

409 

Totals 

94l 

1093 

1323 

1490 

lSl4 

2175 

Explanation  of  Table  No.  13 

This  table  does  not  provide  the  figures  for  grades  10  to  12 
in  Roosevelt  High  School  because  the  relation  of  these  grades  to 
the  elementary  school  enrollment  is  shown  in  Table  No.  12  for 
West  High  School  and  it  was  assumed  that  the  ratio  would  be 
-•approximately  the'  same,  without  taking  the  time  to  ascertain  the 
exact  number  of  10,  11,  and  12  grade  pupils  for  each  of  the 
several  years  from  these  elementary  school  districts  who  have 
attended  West  High  School, 


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-47- 


SCHOOL  BUILDING  SURVEY 

Table  No.  l4 

LINCOLN  HIGH  SCHOOL  ENROLLMENT 

Comparison  Detween  Enrollment  in  Grades  Kindergarten 

to  6  and  1C  to  12 


(1) .... 

(2), 

(3), 

(4) 

(5) 

(6) 

(7).. 

K-o 

Oct . 

1915 

k-b 

Oct: 

1917 

K-b 

Oct . 
1919 

K-b 

Oct , 
1921 

K-b 

Oct . 
1523 

K-6 

0  ct , : 

1929: 

Park  Ave, 
Maple  Grove 
Howe 

Bly 

Washington 

McKinley 

4<3  9 

453 

61 

346 

2S7 

44o 

151 

84 

362 

277 

51s 

132 

183 

64 

438 

272 

521 

211 

299 

SS 

440 

395 

599 

231 

334 

,  3S 
483 
44l 

670- 

253: 

367: 

38: 

Totals 

1336 

1314 

1668 

1904 

2126 

2352: 

GRADES 

10-12 

115 

176 

Per  cent  of 
10  -  12  to 
Elementary 
Enrollment 

6.6 

9.2 

ATTENDING  HIGH  SCHOOL  FROM  THIS  DISTRICT 


At  East 
10-12 

At  North 
10-12 

At  West 
10-12 

.  65: 

17! 

:  33 : 

:  98:  : 

•  •  ♦ 

:  51:  : 

:  27; 

Total 

115 

17  6~ 

At  East  9th 

:  55' 

:  90:  : 

At  North  9 ta 

:  l4 

:  44:  : 

At  West  9^ 

:  27 

:  17:  : 

Total 

96 

131 

TOTAL  9-12:  211 

327 

Explanation  of  Table  No,  l4 

This  table  brings  together  all  of  the  facts  which  could  be 
ascertained  concerning  the  pupils  in  grades  10  to  12  from  the  sou 
side  who  have  attended  other  high  schools  during  the  past  and 
relates  these  pupils  for  the  years  1917  and  1921  to  the  elementar 
school  enrollment  in  the  schools  from  which  they  came. 


I 


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-4g- 


4 


SCHOOL  BUILDING  SURVEY 

Table  No.  15 

PREDICTIONS  FOR  GRADES  X  to  XI I  BY  SCHOOLS  IN  1925 


1915 

PR 

rwv 

1521 

Aver.  In  ere  as  - 

East  10-12  yo  to  elementary 

12.1 

13.1 

19.5 

North  10-12  $  to  elementary 

"1  C  <7< 

iO  .  6 

20.7 

20.  S 

19,1 

Rest  10-12  $  to  elementary 

South  Side  10-12  $  to  elementary 

£2.6 

23.0 
6 . 6 

24.4 

24.4 

9.2 

•Thole  City 

14.7 

16.7 

IS, 2 

19.5 

East  increased 

2.3 

3*7 

1.4 

2.5# 

North  increased 

3*9 

-.2 

-1.4 

M 

Rest  increased 

South  Side  increased 

A 

1.4 

0 

•  9$ 

Rhole  City 

2,0 

1.5 

1.3 

1.6$ 

Prediction  for  1925 


East 

Ol  0? 

of 

6&4i- 

1436 

Rest 

L-Pd 

OI 

3165= 

791 

Roosevelt 

26$ 

of 

2175= 

565 

North 

20 . 57= 

of 

3^77= 

796 

Lincoln 

12.6$ 

of 

2352= 

297 

3SS5 

Explanation 

of 

Table 

No.  15 

This  table  has  been  built  from  Tables  6,  9*  10,  11,  12,  13 
and  l4  and  attempts  to  predict  by  schools  the  probable  enrollment 
in  grades  10  to  12  in  1925  assuming  that  we  shall  have  in  these 
grades,  as  indicated  in  Table  S,  Joo^  by  that  date. 

It  'Till  be  observed  that  each  of  the  three  high  schools  shov/o 
a  rather  large  increase  in  the  percentage  of  elementary  school 
pupils  represented  by  the  tenth,  eleventh  and  twelfth  grades. 

East  High  School  increased  from  12.1$  in  1915  to  19«5$  in  1921. 
creases,  although  not  so  large,  were  registered  in  the  other 
schools  also.  The  1921  per  cents  for  East,  west  and  North  High 
Schools  do  not  contain  pupils  from  the  south  side,  these  having 
been  subtracted  for  the  purpose  of  ascertaining  the  percentage  of 
south  side  elementary  school  pupils  who  were  actually  enrolled  in 
grades  10,  11,  .and  12  in  the  three  high  schools.  After  considering 
many  factors  involved,  I  have  made  the  estimates  shown  in  the 
lower  part  of  the  table  predicting  that  East  High  School  will  con¬ 
tinue  to  attract  and  hold  an  increasing  percenta0e  of  the 
elementary  school  population  which  surrounds  it  until  by  1925  this 
percentage  will  have  increased  from  19.5 1°  in  19^1  to  21$.  I 
have  estimated  that  Rest  High  School  will  enroll  29$  of  its 
elementary  school  population,  Roosevelt  26$,  and  North  High  20.5$* 
If  these  percentages  hold  in  1925,  there  will  remain  of  the  3665 


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-49- 


SCHOOL  BUILDING  SURVEY 

pupils  predicted  as  the  enrollment  in  these  three  grades,  297  for 
the  Lincoln  High  School,  or  12.6$  of  its  elementary  school 
population. 

I  do  not  believe  that  these  predicted  percentages  will  prove 
to  be  very  inaccurate.  If  there  is  any  difference,  it  will  pro¬ 
bably  be  in  favor  of  a  larger  percentage  in  the  Lincoln  High 
School,  yet  the  increase  from  9*2%  to  12.6%  is  a  good  deal  larger 
than  I  have  predicted  for  any  other  section  of  the  city. 

The  per  cents  for  1915>  1917,  and  1919  for  East,  North  and 
Nest  High  Schools  contain  children  from  the  south  side;  the  1921 
per  cent  does  not. 


Table  No.  l6 


COMPARISON  BETT7EEN  1922  NORMAL  CAPACITY  AND  PREDICTED 
ENROLLMENT  IN  ELEMENTARY  SCHOOLS 
(Exclusive  of  Kindergarten) 


(1) 

(2) 

(3) 

(4) 

(5) 

(6) 

(7) 

(3) 

Over 

Add. 

Over 

1922 

rms . 

I 

Nor- 

cap. 

Add.  : 

cap . 

need. 

mal 

En- 

(-; 

rms .  : 

En- 

(-) 

in 

Capa- 

roll- 

Under 

nsed-t 1RADES  l-VI 

roll- 

Under 

1925 

city 

ment 

cap. 

ed 

ment 

cap  ♦ 

over 

1922* 

1923 

no  s%n 

1923  : 

1925 

no  sign 

1922 

Stowe 

• 

175 

250 

-75 

2: 

300 

-125 

4 

Tillard 

560 

590 

60 

520 

4o 

4 

Niillips* 

529 

563 

-39 

1: 

631 

-152 

brooks  * 

525 

596 

-71 

2; 

631 

-106 

3 

Scott 

161 

171 

-10 

177 

-16 

;Ogan 

245 

221 

24 

229 

16 

Imerscn 

245 

265 

-20 

1: 

272 

-27 

1 

micas 

315 

303 

12 

312 

3 

febster 

301 

350 

-59 

2: 

360 

-59 

2 

ongf el low 

490 

422 

6S 

422 

63 

'allace 

hittier 

2f5o) 

192) 

454 

IS 

499 

-27 

l 

'urtis  * 

3S5 

379 

6 

379 

6 

enton 

175 

192 

-17 

192 

-17 

4 

attell 

455 

497 

-42 

.1: 

536 

4o6 

-131 

ay  lor  * 

3^5 

339 

46 

-21 

1 

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S 

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SURVEY 

Table  No • 

l6-Cont f  d. 

(1) 

(2) 

.  (3) 

_  (4)_ 

(5) 

(6) 

(7/ 

(3) 

i 

Over 

Add. 

*  Over 

1922 

rms . 

Nor- 

•  0  au  • 

(~) 

Add. 

cap . 

(4 

need 

rnal 

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rms . 

En- 

in 

Capa- 

roll- 

: Under 

need- 

GRADES  I -VI 

roll- 

Under 

1925 

city 

ment 

:  cap. 

ed 

me  nt 

cap . 

over 

1922 

1923 

teo  sign 

1923 

192'5 

no  sign 

1922 

McHenry 

230 

236 

-6 

303 

-26 

1 

Eird 

431 

4i6 

15 

416 

15 

Franklin 

262 

159 

103 

135 

!27 

Crocker 

630 

532 

9S 

439 

l4i 

Lincoln 

175 

139 

36 

139 

36 

Hubbell 

551 

339 

12 

673 

-122 

3 

Greenwood 

275 

30g 

-33 

1 

332 

-57 

2 

Elmwood  * 

3^5 

357 

-12 

399 

-54 

2 

Grant 

34i 

256 

35 

256 

65 

Park  Ave . 

590 

507 

S3 

567 

23 

Maple  Gr. 

315 

193 

122 

212 

103 

Howe  * 

332 

262 

50 

310 

22 

Ely 

105 

3S 

67 

33 

67 

Washington 

369 

4l2 

-43 

1 

453 

-34 

2 

McKinley  * 

370 

379 

424 

-54 

2 

Totals 

13320 

12945 

375 

16 

14034 

-73> 

44 

grades  I -VI II 


Han  await 

175 

132 

4*3 

165 

10 

Frisbie 

105 

113 

-6 

122 

“17 

Windsor 

70 

22 

43 

30 

4o 

Perkins 

315 

350 

“35 

1 

472 

-157 

4 

Riley 

i4o 

196 

-53 

2 

247 

-107 

3 

Rice 

260 

267 

13 

333 

“53 

0 

d 

Monroe 

70 

60 

10 

•  2° 
146 

-20 

1 

Adams 

37 

117 

-30 

l 

“59 

2 

Douglas 

96 

150 

-54 

2 

130 

-34 

2 

J  ef ferson 

175 

165 

10 

214 

“39 

1 

Barton 

ol 

70 

~q 

✓ 

77 

-16 

Totals 

14394 

14539 

305 

24 

16110 

-1216 

59 

Explanation  of  Table  No.  16 


On  February  16,  1922  I  sent  to  each  principal  in  the  city  a  re¬ 
quest  for  information  which  would  assist  in  establishing  the  normal 
capacity  of  each  elementary  school  building.  A  form  was  provided 
for  the  use  of  the  principals  in  furnishing  the  following  in¬ 
formation: 


y  sr  v  h  u  r: 


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J-'  o  ;•  5i  a  '  •.  >,;  .o  .  ‘  i o  j  ; 

•  if!*  i.T.xr  i  eX  .coni'-  3  tit  Jo  sr  jlt  j 

:  nc .  .  r.fr  • 


-51- 


SCHOOL  .BUILDING  SURVEY 

1*  Present  membership  by  grades  and  classes. 

2.  Number  of  separate  buildings  used  in  the  bperation  of  the 
school* 

3*  Normal  capacity  of  kindergarten,  grades,  ana  total. 

For  the  guidance  of  the  principals  the  following  notes  were 

provided: 

1*  In  estimating  kindergarten  normal  capacity,  use  the  number 
of  children  that  you  think  can  be  accommodated  in  your 
kindergarten  keeping  in  mind  that  approximately  one-half 
of  them  will  come  in  the  morning  and  the  other  half  in 
the  afternoon. 

2.  Disregard  rooms  which  are  now  being  used  for  manual  train¬ 
ing,  cooking,  and  sewing. 

3.  Disregard  temporary  buildings. 

4.  Disregard  any  rooms  in  the  building  which  are  now  being 
used  but  which  you  believe  are  not  suitable  for  permanent 
use.  These  would  undoubtedly  include  certain  basement 
rooms  which  are  too  dark  and  are  poorly  ventilated. 

5«  Exclusive  of  the  kindergarten,  estimate  the  capacity  of 
all  other  rooms  of  sufficient  size  as  forty  (4o)  pupils. 

6.  The  capacity  of  those  sections  of  your  building  which  con¬ 
tain  small  recitation  rooms  and  a  large  assembly  room 
will  have  to  be  determined  on  the  basis  of  the  kind  of 
program  which  you  think  can  be  operated  with  reasonable 
■efficiency.  I  presume  a  fair  measure  of  this  would  be  the 
number  of  pupils  who  can  be  accommodated  comfortably  in 
the  small  recitation  rooms  while  a  class  of  forty  students 
is  at  work  in  the  assembly  room. 

7»  Consider  the  normal  capacity  of  a  community  room  as  forty 
pupils . 

2>.  In  preparing  this  record  you  will  undoubtedly  desire  to 
write  some  explanations  concerning  the  methods  you  have 
used  in  determining  normal  capacity.  I  shall  be  very  glad 
indeed  to  have  any  of  these  explanations  which  you  think 
will  be  serviceable  to  us. 

All  of  these  individual  records  submitted  by  principals  have 
been  studied  carefully  and  used  as  a  basis  for  determining  normal 
capacity  as  shorn  in  this  table.  They  were  also,  of  course,  very 
useful  in  adjusting  boundary  lines  in  the  summer  of  1922,  arrangir 
for  the  transfer  of  pupils,  and  in  other  ways  providing  for  the 
relief  of  unusual  congestion  in  various  buildings. 


.  1 1 •  3  ?. jg Io  a e/  :•  : c,  yc  i u sts cfui °ra  j a e x  g  i  <1  *  X 


to  aoitexeq  >  3M  ni  beau  agixibliuc  .  %S 


♦  Xoon'oe 

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a j  c .Si .  nox  t  x o  ~  H  r- z e  n ts: t 

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,  nit '“xxtg  x-olTav  nx  no,. tai  ;_nCo  Isuaunu  to  iollex 


-52- 


SCHOOL  BUILDING  SURVEY 

In  the  table  I  have  reduced  the  estimates  of  normal  capacity 
from  a  basis  of  forty  pupils  per  room  to  thirty-five  because  that 
is  as  large  a  number  as  we  should  expect  to  accommodate  as  an 
average  in  the  elementary  schools.  Of  course,  better  work  could 
be  done  with  fewer  than  that,  but  I  have  made  this  judgment  not 
alone  in  terms  of  educational  efficiency  but  in  consideration  also 
of  reasonable  financial  investment  for  building  space.  It  will 
be  understood,  of  course,  that  an  average  of  thirty-five  means 
that  some  classes  will  be  larger  and  some  smaller. 

The  normal  capacity  of  forty  pupils  per  room  has  been  use¬ 
ful  this  year  in  trying  to  take  care  of  the  pupils  in  the  more 
congested  districts. 

I  have  also  put  back  into  the  records  in  this  table  the  norm:' 
capacity  of  the  temporary  two-room  buildings  which  are  in  use  on 
several  of  the  sites.  In  each  of  these  cases  the  building  which 
includes  a  temporary  structure  is  indicated  by  means  of  a  star  (*) 
in  the  first  column.  If  a  star  is  shown  in  the  third  column, 
it  indicates  that  the  kindergarten  has  been  included. 

The  primary  value  of  such  a  table  as  this  is  to  provide  in 
condensed  form  the  basis  for  anticipating  additions  to  buildings 
which  already  exist.  In  the  case  of  each  building  the  need  for 
additional  room  is  ba,sed  upon  an  increase  of  thirty-five  pupils 
or  major  fraction  thereof.  For  example,  in  Stowe  School  I 
estimate  that  the  building  'would  have  an  enrollment  which  exceeds 
its  capacity  in  1923  of  seventy-five  pupils  as  indicated  by  the 
minus  sign,  and  will  require  in  the  fall  of  1923  two  additional 
rooms,  whereas,  by  1925  as  indicated  in  columns  7  and  £,  this 
building  will  have  a  surplus  of  one  hundred  twenty-five  pupils 
and  will  need  four  additional  classrooms.  Several  of  the  build¬ 
ings,  of  course,  are  overcrowded  at  the  present  time  and  will  be 
still  further  congested  in  September  1923  as  indicated  in  Columns 
4  and  5*  Some  of  the  congestion  in  some  of  the  locations  can  be 
taken  care  of  in  1923  through  transfers  and  other  arrangements, 
but  the  overcrowded  conditions  indicated  in  Columns  7  and  S  can 
be  relived  only  through  the  construction  of  additional  school 
room  space. 

In  latter  sections  of  the  report  I  shall  refer  to  this 
particular  table  and  at  that  time  will  discuss  in  detail  what  I 
believe  to  be  the  proper  procedure  with  reference  to  each  one  of 
the  buildings  shown  in  the  table. 


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-53- 


SCHOOL  BUILDING  SURVEY 

Table  No.  17 

NUMBER  OF  ROOMS  AND  NORMAL  CAPACITY  IN  THE  DES  MOINES 

HIGH  SCHOOL  BUILDINGS 


EAST 

NORTH 

WEST 

LINCOLN 

ROOSEVELT 

Class  Rooms 

27 

17 

23 

19 

29 

Sewing  Rooms 

2 

1 

2 

2 

3 

Cooking  Rooms 

1 

1 

1 

2 

2 

Wood  Shops 

2 

1 

1 

1 

0 

Print  Shops 

2 

0 

0 

1 

0 

Mechanical  Drawing  Rooms 

2 

1 

1 

2 

2 

Cafeteria 

1 

1 

1 

1 

1 

Chemistry  Laboratory 

1 

0 

1 

1 

1 

Chemistry  Lecture  Room 

1 

0 

1 

1 

1 

General  Science 

2 

0 

1 

1 

2 

Physics  Laboratory 

1 

1 

1 

1 

1 

Physics  Lecture  Room 

1 

1 

1 

1 

1 

Bookkeeping  Rooms 

4 

3 

4 

2 

0 

Biology  Room 

1 

1 

2 

1 

0 

Music  Room 

1 

0 

1 

1 

1 

Public  Speaking  Room 

1 

0 

0 

1 

1 

Normal  Training  Room 

1 

0 

0 

0 

0 

Art  Rooms 

2 

l 

2 

2 

3 

Typewriting  Rooms 

2 

2 

2 

2 

0 

Shorthand  Rooms 

3 

1 

2 

3 

0 

Commercial  Geography  Rooms  1 

1 

0 

1 

0 

Gymnasium 

1 

1 

1 

2 

1 

Swimming  Pool 

1 

1 

1 

1 

1 

Auto  Shop 

1 

0 

0 

1 

0 

Home  Nursing 

0 

1 

1 

1 

0 

Electrical  Shop 

0 

0 

0 

1 

0 

Sheet  Metal  Shop 

0 

0 

0 

1 

0 

Study  Halls 

2 

1 

2 

0 

0 

Library 

1 

1 

1 

1 

1 

Auditorium 

1 

1 

1 

1 

1 

ss 

39 

5? 

55 

52 

CAPACITY 

OF  DES  1 

MOINES  HIGH  SCHOOL  BUILDINGS 

SCHOOL  NO .  ROOMS 

IDEAL  CAPACITY 

REAL  CAPACITY 

1922-’ 

East  66 

North  39 

West  54 

Lincoln  35 

Roosevelt  5  2 

28  per 
lgifS 
1092 
1512 
1540 
14-56 

room 

IN  PERCENTS 

sof. 

85  i 

90$ 

90$ 

real  capacit 

1570 

m 

12S5 

1JS6 

1310 

-*e- 

Y  V  ri  U  3  O'liajtiua  J  0  0  H  0  3 


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I 

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X 

X 

0 

c 

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I 

s 

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X 

X 

s 


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4* 

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r 


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X 

0 

0 

X 


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X 

X 

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X 

X 

0 

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X 

X 

X 

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s 

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X 

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s 

X 


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X 

0 

0 

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s 

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-54- 


SCHOOL  BUILDING  SURVEY 
Explanation  of  Table  No*  17 

This  table  shows  for  each  of  the  five  high  schools  the  number 
of  rooms  of  each  kind  which  are  now  provided*  The  figures  for 
West  High  School  omit  the  third  floor  of  the  old  building  upon 
which  there  are  ten  rooms  most  of  them  being  small  and  not  very 
satisfactory  for  school  use  regardless  of  the  possible  danger 
from  fire.  The  records  for  Lincoln  and  Roosevelt  high  schools 
show  the  actual  number  of  rooms  as  the  buildings  will  stand  when 
completed  under  the  present  contracts*  This  means,  of  course, 
that  the  twelve  classrooms  in  the  southwest  wing  of  the  complete 
plan  for  Lincoln  High  School  have  not  been  counted  because  this 
wing  has  not  been  built*  In  Roosevelt  High  School  the  rooms  in 
the  south  central  wing,  which  is  not  being  built,  are  not  counted 
and  neither  are  the  six  rooms  in  the  southeast  wing  of  this  build¬ 
ing  because  it  is  merely  being  enclosed  and  is  not  being  finished# 
To  finish  and  equip  these  six  rooms  would  cost  approximately 
$40,000,00* 

The  second  part  of  the  table  provides  an  estimate  of  the 
normal  capacity  of  these  buildings  on  the  basis  of  a  one  session 
program.  The  ideal  capacity  shown  in  third  column  assumes  that 
each  room  in  the  building  will  have  in  it  at  any  one  period  of 
the  day  twenty- eight  pupils  counting  all  of  the  special  rooms  such 
as  the  auditorium,  cafeteria,  library,  etc.  Such  a  condition,  of 
course,  will  not  obtain,  but  the  fourth  column  headed  "Real 
Capacity  in  Per  Cents"  shows  what  I  consider  to  be  the  normal, 
actual  per  cent  of  the  ideal  capacity  which  we  can  reasonably 
expect  to  secure  in  each  of  the  five  buildings.  The  fifth  column 
shows  the  actual  normal  capacity  for  the  building. 

Unless  there  is  some  radical  change  in  the  methods  of 
operating  high  schools,  which  would  place  unusually  large  groups 
of  pupils  together  for  certain  activities,  we  cannot  expect  to 
secure  constant  use  of  100%  of  the  ideal  capacity ,  In  the  first 
place,  it  is  clear  that  the  larger  the  school  enrollment  the 
nearer  this  ideal  capacity  can  be  approached  in  the  actual 
attendance  because  under  the  elective  system  there  is  a  better 
chance  that  each  of  the  special  rooms  such  as  sewing  and  cooking 
laboratories,  industrial  shops,  science  laboratories,  art  rooms, 
etc*  will  be  filled  by  classes  of  pupils  every  period  in  the  day* 
On  the  other  hand,  in  the  school  with  a  relatively  small  enroll¬ 
ment  the  pupils  desiring  these  subjects  may  not  be  sufficient  in 
number  to  justify  the  organization  of  a  class  each  period  in  the 
day  and  yet  the  room,  because  of  its  special  equipment,  cannot  be 
used  for  other  purposes.  In  the  second  place,  in  schools  with  a 
large  enrollment  it  is  easier  to  maintain  classes  which  are 
uniform  in  size  and  which  equal  or  approximate  very  closely  the 
average  number  of  pupils  which  we  have  set  up  as  our  standard, 
but  for  example  in  a  school  with  a  small  enrollment  it  may  happen 
that  in  some  subject,  let  us  say  third  year  French,  forty- two 
pupils  are  enrolled*  This  enrollment  is  too  large  for  one  class 
and  should,  therefore,  be  divided  into  two  groups,  which  means  an 


SCHOOL  BUILDING  SURVEY 

average  number  per  class  in  ^his  subject  of  twenty-one  instead,  of 
twenty- eight • 


These  two  factors,  namely  the  difficulties  in  putting  to  the 
maximum  use  rooms  with  special  equipment,  and  the  decrease  in  the 
average  number  of  pupils  per  class  resulting  from  an  insufficient 
number  of  students  electing  certain  courses  to  secure  average 
membership,  operate  to  decrease  or  increase  the  normal  capacity 
of  a  school  in  proportion  as  the  building  enrolls  a  relatively 
small  or  large  number  of  students.  In  other  words,  it  is  not  as 
easily  possible  for  a  school  with  an  enrollment  of  1000  pupils  to 
make  use  of  its  space  the  maximum  amount  of  time  as  it  is  for  a 
school  of  1500  or  2000  students.  The  fact  of  the  matter  is,  it 
would  be  much  cheaper  and  I  think  better  for  any  city  to  operate 
schools  with  enrollments  much  larger  than  2000* 

Although  East  High  School  has  a  larger  ideal  capacity  than 
Lincoln  or  Roosevelt,  the  percentage  of  this  capacity  which  may 
be  converted  into  real  capacity  has  been  listed  at  £5  instead  of 
90  as  is  the  case  with  Lincoln  and  Roosevelt  because  the  class¬ 
rooms  at  East  High  School  are  too  small  to  permit  the  comfortable 
accommodation  of  the  number  of  pupils  necessary  to  maintain  an 
average  of  twenty-eight.  It  must  be  kept  in  mind,  of  course, 
that  some  classes  will  bethirty-two  or  thirty-three  whereas 
otheis  are  twenty- two  or  twenty-three.  The  West  High  School  real 
capacity  has  been  estimated  at  £5 1°  even  though  its  ideal  capacity 
is  not  as  large  as  East  High  School  because  at  West  High  the  class¬ 
rooms  are  larger.  This  is  the  reason  also  for  estimating  the 
real  capacity  for  Lincoln  and  Roosevelt  Schools  at  90$*  The 
North  High  School  capacity  is  placed  at  £0 $  because  it  has  the 
smallest  ideal  capacity,  and  because  of  the  factors  entering  into 
the  situation  as  discussed  above,  it  has  been  rated  the  lowest. 

ANALYSIS  '.OF  SCHOOL  BUILDING 
NEEDS  BY  DISTRICTS 
THE  EAST  SIDE 
Definition  of  East  Side  - 

For  purposes  of  this  study  the  east  side  will  be  interpreted 
to  include  all  of  the  schools  east  and  north  of  the  Des  Moines 
River  except  the  Cattell,  Saylor,  Clarkson,  and  Oak  Park  Schools. 

East  Side  Elementary  Schools  - 

The  needs  of  the  elementary  schools  as  predicted  axe  shown 
in  the  following  table  and  explanations: 


■K- 


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-56- 

SCHOOL  BUILDING  SURVEY 


Table  No.  IS 


NORMAL  CAPACITY  AND  PREDICTED  192 5  ENROLLMENT 


Schools 

Nor . 

Cap . 
(See 
Table 
16) 

Enroll¬ 

ment 

1925 

Over  1922 
capacity  (-) 
Under 
capacity 

No  sign 

"Add. 

Rms . 

Needed 

in 

1925  # 

Rooms  Recommended 
for  Construction 
in  Summer  and  Fall 
1923 

Stowe 

175 

300 

— j.  2  3 

“  "4“ 

L 

Willard 

TFO 

520 

40“ 

— — 

— 

Phillips  * 

5^9 

681 

-152 

4 

r  ' 

0 

Brooks  * 

525 

631 

-106 

3 

f T  '  '■  '  r  4  " r  r  11 

O 

Scott 

161 

177 

—16 

— 

— 

Logan 

■  2^5 

22P  ’ 

16 

•2— 

— 

Emerson 

272 

-27 

1 

— 

Lucas 

315 

312 

3 

— 

— ~ 

Webster 

301 

_ 

-59 

2 

Longfellow 

490 

‘  422 

68 

— 

—  — 

Wallace*! 

Whittier) 

472 

499 

-27 

1 

4 

Cur  t i s  * 

~wr~ 

TB 

b 

- — 

— 

Benton 

T75 

"I92 

-u 

— ... 

— — 

Douglas 

96 

HO 

2 

— 

Adams 

87 

l4o 

-59 

2 

4 

TOTAL 

4761 

5300 

-.439 

19 

24 

r ; .  vr— -.■-■sl-i  .tar '  .tcTS.-,.-  ■■"BT  ' 

A  temporary  building  containing  two  rooms  is  now  in  use  at  this 
school , 


#  Based  upon  one  room  for  thirty-five  pupils  or  major  fraction 

thereof  and  determined  by  the  actual  figures  in  Column  4  regard¬ 
less  of  other  conditions  which  are  shown  in  Column  6  and  explain¬ 
ed  below. 


Explanation  of  Table  No. 


Stowe  School 


There  is  little  opportunity  to  relieve  this  building  except 
by  an  addition.  I  am  therefore  recommending,  as  shown  in  Column  6, 
that  a  four-room  addition  be  made  to  this  school. 

Phillips  School  - 

The  reason  I  have  recommended  a  six-room  addition  to  this 
building  is  to  make  possible  the  accommodation  of  the  pupils  and 
the  elimination  of  the  temporary  building,  Of  course,  if  the 
temporary  building  is  continued  in  use,  we  could  get  along  with  a 
four-room  addition.  It  seems  to  me  ^  however,  that  this  is  in- 


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t  i  t  '•  1000  i  .  .  ..■■•/.■•  .  .  til* 

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-57- 


SCHOOL  BUILDING  SURVEY 

advisable  not  only  because  the  temporary  buildings  are  not 
satisfactory  for  school  use,  but  also  on  account  of  the  fact  that 
an  addition  will  be  required  anyway,  and  while  it  is  being  made 
it  could  just  as  well  be  made  large  enough. 

Brooks  School  - 


Here  is  another  school  which 
and  while  its  actual  need  will  be 
temporary  building  is  continued, 
followed  here  as  that  which  is  re 
namely,  that  a  six-room  addition 
building  eliminated. 


is  using  a  temporary  building, 
three  rooms  by  1925  if  the 
I  believe  the  same  plan  should  be 
commended  for  the  Phillips  School 
be  constructed  and  the  temporary 


» 


Emerson  School  - 


As  shown  in  Column  4,  this  building  is  likely  to  be  overcrowded 
to  the  extent  of  about  one  group  of  pupils.  I  have  not  recommended 
any  additional  space  here  because  these  pupils  may  be  transferred 
to  the  Wallace  School  as  shown  later. 

Webster  School  - 

The p  redi ct ions  indicate  that  Webster  School  will  require  a 
two-room  addition  by  1925  but  it  is  not  recommended  for  two  reasons: 

1.  This  is  one  of  the  old  east  side  buildings  which 
eventually  should  be  disposed. of; 

2.  This  surplus  enrollment  may  be  accommodated  by  transfer 
to  the  Wallace  and  Longfellow  Schools,  as  shown  below. 

The  Longfellow  School  has  some  space  available  as  well  as 
the  "allace  School. 

Uallace-Uhi ttier  Schools  - 

1.  A  new  four-room  Uhittier  School  should  be  built  to  the 
northeast  of  the  present  site  as  shown  on  Chart  No.  3*  Tbe 
population  in  this  district  is  increasing  end  should  have 

a  school  building  more  conveniently  located.  The  present 
Phi ttier  School  should  be  made  a  special  school  for 
exceptional  children, 

2,  There  is  now  being  added  to  the  rail ace  School  a  seven- 
room  addition  which  will  be  ready  for  occupancy  by  September 
1923.  Six  of  these  seven  rooms  will  be  needed  for  the 
following  purposes: 

1  will  be  needed  for  the  normal  growth  of  the  dis¬ 
trict  as  shown  in  Column  K, 

1  to  take  cane  of  pupils  transferred  from  Emerson. 


-  K  '  *  > 


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-5S- 


SCHOOL  BUILDING  SURVEY 
I  to  care  for  pupils  transferred  from  Debater • 

1  to  care  for  the  kindergarten  new  housed  in  an  old 
house  on  the  V7  all  ace  grounds.  This  house  and  the 
old  fire  station  should  be  removed  to  provide 


playground  space » 


C. . 


to  care  for  pupils  who  now  attend  the 
School  and  who  live  near  the  Wallace 
northeast  corner  of  its  district. 


Whittier 
School  in 


the 


be 


There  are  now  21p  children  a, t tending  Uhittier  School,  The 
new  four-room  building  could  accommodate  140  of  these  leaving 

'red  to  Wallace  School.  The  remaining  room  in 
could  be  put  into  use  ire  tead  of  one  of  the 
part  of  the  building,  thus  releasing  this 
erily  for  play  purposes  in  bad  weather  until 

have  to 


transfer 
addition 
in  the  old 


73  to 
the  new 
rooms 

older  room  tempor 

the  enrollment  increases  to  such  a  place  that  it 
be  used  again  f  or 


cu 


r egular  inst ructions.!  purpo se s « 


might 


Curtis  School  - 


As  the  school  plant  stands,  including  as  it  does  a  two-room 
temporary  building,  it  will  not  require  any  additioahl  space  in 
1923  and  even  though  there  is  a  temporary  building  here,  I  have 
not  recommended  a.  permanent  addition,  which  would  make  possible 
disposal  of  the  temporary  building,  for  two  reasons: 


the 


1.  It  would  be  well  to  wait  a  little  longer  to  ascertain 
exactly  what  is  likely  to  happen  to  this  district  by 
way  of  increc.se  or  decrease  in  school  population. 

2.  In  view  of  this  fact  and  also  since  it  is  not  necessary 
to  undertake  any  permanent  construction  at  the  building, 
it  would  be  economy  to  postpone  an  addition  here. 


The  future  development 
will  determine  in  a  measure 
If,  as  shown  on  Chart  No,  3 


of  the  Benton  School  district  also 
what  ought  to  be  done  at  Curtis  Schoc 
the  Benton  School  population  should 


grow  sufficiently  wo  justify  a  new  building  located  to  the 
east  as  indicated  on  that  chart,  in  all  probability  such  a 
building  would  be  sufficiently  large  to  make  possible  the  * 
drawal  of  a  certain  number  of  children  from  Curtis  School 
making  unnecessary  the  use  of  the  temporary  building. 


with- 

thus 


Douglas  end  Adams  Schools  - 


The  table  shows  a  need  for  four  rooms  in  these  schools  by 
1925  but  the  figures  do  not  %  re  veal  the  situation  as  it  is  and 
will  be.  These  schools  may  be  considered  together  because  they 
serve  contiguous  territories.  An  additional  room  built  and  not 
completed  in  1920  is  now  (December  1T22)  being  finished  in  the 


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-59- 


SCHOOL  BUILDING  SURVEY 

Douglas  School.  This  reduces  the  need  there  in  19^5  to  one  room 
instead  of  two.  The  proposed  plan  for  Adams  School  contemplates 
a  new  four-room  building  at  Twenty-ninth  Street  and  Douglas 
Avenue  to  replace  the  old  temporary  one  of  three  rooms  now 
located  further  west,  which  will  undoubtedly  be  abandoned  when 
the  new  school  is  completed  or  else  moved  to  some  other  location 
to  serve  a  temporary  need.  The  figures  show  that  in  addition 
to  the  three  rooms  already  in  use  in  the  Adams  building,  we 
shall  need  two  more,  making  five  in  all*  If  the  four-room  build’* 
ing  is  provided  and  the  old  three-room  structure  abandoned,  there 
will  be  for  Adams  School  one  more  room  than  we  have  now  but  one 
less  than  will  be  needed,  I  believe  this  arrangement  will  quite 
adequately  care  for  the  needs  during  the  school  year  of  1925-26, 
however,  because  if  we  consider  the  two  building's  together  as 
they  will  be  ’when  completed,  that  is,  the  one  room  finished  at 
Douglas  and  the  new  four-room  building  at  Adams,  their  combined 
capacity  will  be  305  pupils  and  their  combined  1925  predicted 
enrollment  316. 


Table  No.  19 


COST  OF  ADOPTING  PROPOSALS  FOR  EAST  SIDE  ELEMENTARY  SCHOOLS 


(1) 

(2) 

(3) 

(4)  (5)  (6) 

(7) 

School 

Funds  to  pay 

for 

No .  of 
rooms* 

Typ e s  of : To  t al : Amt .  new 
rooms  ;  cost  '.available 

Amount  to 

be  voted 

Stowe 

addition  and 
equipment 

4 

6  4 

:  55,  cod 

55,000 

Phillips 

addition  and 
equipment 

b 

:7506a 

75,000 

Brooks 

addition  and 
equipment 

6 

:  75>OCO: 

75,000 

New 

Uhittier 

new  building 
equipment 
grading  and 
surfacing 
playgrounds , 
landscaping, 
sidewalks , 
driveways 

4 

:  60,000:  40,000 

•  4 

20,000 

New 

Adams 

n 

4- 

•65,000:  40.000 

25,000 

l  .'allace 

equipment  and 
connection 
with  old  bl cjg. 

— 

•37,000:  30,000 

7,000 

tiXTzm  Tbvrcuo 

~?5  flTXxr- 

*  It  should  be  kept  in  mind  that  the  word  "room"  is  used  to  indicate 
a  unit  of  building  space  which  is  regularly  occupied  by  a  group 
of  approximately  thirty-five  pupils  regardless  of  the  type  of 
room,  that  is,  regular  classroom,  auditorium,  gymnasium,  library, 

etc. 


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SCHOOL  BUILDING 


-60- 

SURVEY 


Estimating  Costs 


high  and 


The  estimated  costs  of  the  various  projects  listed  above 
and  below  may  not  be  entirely  accurate.  Some  may  be  too 
others  too  low.  Mr*  H.  D.  Rawson  assisted  in  making  them  and 
although  we  had  for  use  the  actual  costs  of  buildings  already  let, 
we  did  not  have  other  necessary  facts  at  hand.  I  believe,  how¬ 
ever,  that  they  are  sufficiently  accurate  to  furnish  a  proper 
basis  for  judgment  concerning  a  building  policy  and  program.  When 
the  Eoard  has  decided  upon  the  projects  to  be  undertaken  and  be¬ 
fore  the  people  are  asked  to  vote  on  them,  each  one  should  be 
studied  carefully,  sketches  prepared  and  accurate  estimates  of 
complete  costs  made.  These  will  differ,  of  course,  in  some  in¬ 
stances,  especially  with  additions  to  old  buildings  even  though 
the  proposed  additional  pupil  capacity  or  "number  of  rooms"  is  the 


same  because  of  the  relative 
work  can  be  done,  or,  becau 


ease  or  difficulty  with  which  the 
of  the  need  of  altering  the  old  part 
somewhat  or  because  of  a  difference  in  the  types  of  rooms  required 
to  carry  out  the  educational  program.  This  would  insure 
completeness  of  construction  with  no  unnecessary  shortage  or  sur¬ 
plus  of  funds.  Always,  I  believe  a.  building  project  should  be 
finished  when  the  major  portion  of  the  work  is  done.  This  means 
that  the  building  would  be  constructed,  the  interior  walls  paint¬ 
ed  so  they  may  be  washed  and  kept  clean,  the  grounds  landscaped 
and  graded,  the  playground  surfaced,  and  the  necessary  side  walks, 
drive  ways  and  fences  built.  Such  buildings  and  sites  would  not 
only  be  most  beneficial  to  the  pupils;  they  would  be  a  credit  to 
the  city  as  well,  when  funds  are  voted  they  should  be  sufficient 
to  "finish  the  job".  It  is  at  once  a  policy  of  economy,  neat¬ 
ness  and  efficiency.  After  it  is  finished  the  upkeep  is  small; 
its  completeness  adds  harmony  and  beauty  to  the  situation,  pro¬ 
vides  conditions  that  pupils  and  teachers  need  and  frees  Board 
Members  and  administrators  to  think  of  other  problems  of  larger 
importance , 


Junior  and  Senior  High  School  Situation 


By  September  1925,  according  to  my  predictions,  the  number  oi 
seventh,  eighth,  and  ninth  grade  students  indicated  opposite  the 
schools  shown  below  will  require  accommodation. 

Group  1  — 


Stowe 

Hillard 

Phillips 

Brooks 

Scott 


7th,  2>tn,  and  Jth  grade  pupils - 1C46 


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-6l- 


SCHOOL  BUILDING  SURVEY 

Group  2  — 

Logan  ) 

Emerson  ) 

Lucas  ) 

Amos  Hiatt  ) 

Webster  )  7th ,  6th,  and  9  th  grade  pupils  - 1209 

Longfellow  ) 

Wallace  ) 

Cur  t i s  ) 

Benton  ) 

The  pupils  in  grades  10,  11,  and  12  which  I  predict  as  re¬ 
quiring  accommodation  will  be: 

East  High - * — - 1436 

TOTAL  3691 

The  present  capacity  (December  1922)  of  the  schools  on 
the  east  side  which  might  accommodate  some  of  these  pupils  is: 

Amos  Hiatt,  including  the  old  Cary  School  -  700 

East  High  School,  (normal  one-session  program) -1570 

TOTAL  2270 

Perhaps  the  situation  may  be  presented  rather  clearly  by 
asking  several  questions  and  suggesting  their  answers. 

1.  Can  the  1925  enrollment  in  these  grades  (3691)  he 
accommodated  if  East  High  School  continues  to 
operate  a  two-session  program  running  up  to  a 
most  extreme  and  unwarranted  capacity  on  this 
basis  (3000)  together  with  the  space  available 
at  Amos  Hiatt  building  (700) ? 

Yes,  but  the  plan  would  be  inadvisable  for 
two  reasons: 

a.  It  would  force  extreme  congestion,  the 
objectionable  two-session  program,  and 
very  inefficient  work  at  East  High  School. 

b.  There  would  remain  691  pupils  to  attend 
Amos  Hiatt  School.  These  pupils  would 
be  drawn  from  the  territory  nearest 
Amos  Hiatt,  thus  requiring  the  seventh 
and  eighth  grade  pupils  from  Phillips, 

Brooks,  and  Willard  to  travel  a  long  dis¬ 
tance  to  East  High  School  at  added  expense 
where  they  would  suffer  the  disadvantage 
of  a  two-session  program. 


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-62- 


SCHOOL  BUILDING  SURVEY 

2*  Can  the  192 5  enrollment  in  these  grades  (3691)  he 
accommodated  on  a  one  session  plan  if  there  is  added 
to  the  combined  normal  capacities  of  Amo 3 _ Hiatt  and 
East  High  School  (2270)  the  capacity  (340)  of  the 
beginning  of  a  new  junior  high  school  at  East  Twenty- 
fourth  and  University  to  be  erected  at  a  cost  of 
§300,000,  the  amount  now  available  for  this  project* 


No  it  cannot. 


Combined  capacity  of  Amos  Hiatt  arid  East  High— 2270 


New  junior  high  school  at  §300,000 - -  34o 

TOTAL - 3110 


3.  Can  the  1925  enrollment  in  these  grades  (3691)  be 
accommodated  in  the  combined  capacities  of  the  three 
buildings  ( 3110)  by  operating  one-session.  programs 
in  Amos  Hiatt  and  the  Twenty-fourth  Street  junior  high 
school  and  the  -two-session  program  in  East  High  School, 

Yes,  but  there  ere  several  real  objections, 

a.  The  continuance  of  the  two-session  program 
at  East  High  School* 

b.  In  the  neighborhood  of  East  Twenty-fourth 
and  University  there  will  be  1C 46  pupils* 

About  two- thirds  of  these,  or  700  will  be 
in  grades  7  and  3,  It.  would  not  be  the 
best  plan  to  request  l4o  of  the  ninth  grade 
pupils  to  remain  in  this  new  junior  high 
with  a  capacity  of  g4o  thus  requiring  the 
other  r.inbh  grade  pupils  (about  206)  to  go 
to  East  High  School,  because  those  going 

to  East  High  would  be  attending  a  two-session 
program,  whereas  those  in  the  junior  high 
school  would  operate  under  a  one-session 
program, 

c*  In  the  Amos  Hiatt  neighborhood  (schools  shown 
in  Group  2  above)  there  would  be  1209  pupils 
in  grades  7?  6  and  9  divided  about  as  follows: 

7th  and  3th  grade  pupils  - 30o 

9th  grade  pupils  - 4op 


Since  Amos  Hiatt  can  accommodate  only  700,  it 
is  obvious  that  106  of  the  3th  grade  pupils 
as  well  as  the  403  9th  grade  pupils  would 
have  to  go  to  East  High  School  and  fit  into 
the  two-session  program  because  East  High 
would  have  an  enrollment  of  2151.  Here  again 


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-63 


SCHOOL  BUILDING  SURVEY 

it  seems  to  me  that  it  would  be  unwise 
to  require  some  of  the  oth  grade  pupils 
to  operate  on  the  two-session  program 
when  the  others  are  in  a  school  where 
the  one-session  program  is  in  use. 

4,  what  would  be  the  effect  if  the  junior  high  school  at 
East  Twenty-fourth  and  University  were  made  large 
enough  to  accommodate  all  of  the  seventh,  eighth,  and 
ninth  grade  pupils  from  that  neighborhood? 

This  junior  high  school  could  then  accommodate 
10 46  pupils  in  that  neighborhood  and  would 
relieve  East  High  School o  f  20 6  ninth  grade 
pupils,  thus  reducing  the  East  High  membership 
to  194p,  a  number  far  too  large  to  permit  a 
one-session  program, 

THE  PROPOSED  SOLUTION 

In  view  of  the  foregoing  calculations  and  conclusions,  I 
recommend  for  your  consideration  the  following  proposals: 

1*  That  the  two -session  program  at  East  High  School  be 

abandoned  as  soon  as  relief  can  be  given  to  this  school* 

2*  That  a  junior  high  school  with  a  capacity  of  1200 

pupils  be  erected  at  East  Twenty-fourth  and  University 
and  that  it  be  planned  and  financed  as  follows: 

a.  It  should  be  a.  unit  of  a  definitely  planned 
complete  structure  designed  to  accommodate 

at  least  1600  students  and  to  permit  additions 
to  provide  for  an  indefinite  enrollment. 

b.  As  soon  as  possible  bids  should  be  secured  on 
the  1200  pupil  capacity  structure  and  so  made 
as  to  provide  two  general  alternates: 

l1  For  a  portion  of  the  building  not  to 
cost  more  than  $300,000  and  to 
accommodate  640  pupils, 

2*  For  an  additional  portion  to  accommodate 
approximately  3&0  pupils,  an  auditorium, 
cafeteria  and  some  other  necessary 
features  which  do  not  actually  increase 
capacity,  at  a  cost  not  to  exceed 
approximately  $275 >000, 


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SCHOOL  BUILDING  SURVEY 


4, 


The  first  portion  would  consist  solely  of  class¬ 


rooms  m  order  so  secure 


1"  M  a 


m  a  x  i  mum  n  o  u  s  i  ng 


The 


capacity  with  the  money  now  available* 
second  portion  would  consist  of  rooms  for 
physical  education,  the  auditorium,  shops,  and 
the  cafeteria*  These  rooms  are  larger  than 


and  cafeteria,  are  not  constantly  in  use  and 


standard  classrooms, 

ire 

they  do  not,  th.eref 
amount 

number  of  square 


two  of 


them,  the  auditorium 


provide  the  actual 


amount  of  regular  pupil  capacity  that  the  same 


wo ul d  f urn .1  sh «  Hence,  i n  t e r m s  o 


3. 


feet  of  classroom  floor  space 

the  number 

of  pupils  to  be  accommodated,  the  space  in  the 
s  e  co nd  per  t  i c n  of  the  bui  1  ding ,  w i  t h  t  he 
exception  of  the  shops,  is  more  expensive  than 
regular  classroom  capacity*  However,  divided 
into  the  rooms  suggested,  it  does  make  possible 
some  of  the  most  essential  activities  of  the 
school.  The  people  should  be  asked  to  authorize 
the  issuance  of  bonds  in  the  amount  of  §275 ,000 
for  the  second  portion  of  the  building,  and 
§60.000  to  furnish  equipment  for  the  entire 
structure  arid  develop  the  grounds* 

That  the  Amos  Hiatt  Annex,  the  old  Cary  School,  at  East 
Fourteenth  and  Court  Avenue,  which  now  houses  175  seventh 
and  eighth  grade  pupils,  be  utilised,  as  a  center  for 
exceptional  children  the  need  of  which  is  explained  later.* 

That  an  effort  be  mads  to  dispose  of  the  Amo s  Hiatt 
property,  the  old  East  High  School,  for  the  reasons  stated 

on  pages  4  and  5* 


5*  That  a  junior  high  school  with  a  capacity  of  1200  pupils  be 


erected  on  the 


site  at  East  Fourteenth  and  University 


costing  §©35,000  to  build,  equip,  and  develop  the  grounds. 


There  is  no  money  available  for  this  building 


;ed 


As 

in  1920 


previously  stated,  i  100,000  in  bonds  was  vou 
for  the  purpose  of  providing  an  addition  to  Amos 
Hiatt  (see  pages  3  end  4),  The  people  should  be 
asked  to  give  permission  to  transfer  this  to  the 
East  Fourteenth  and  University  site  eind  add  {'535*000 
in  bonds  to  it* 


6*  'Without  doubt  it  will  be  necessary  about  1927  to  construct 
.an  addition  to  East  High  School  consisting  of  rooms 
arranged  and  equipped  for  physical  and  industrial  • 
education*  In  that  year  the  school  will  need  more  space 
for  the  accommodation  of  its  enrollment.  These  tv’o 


activities,  but  more  especially  physical  education,  in 
North,  and  Test  High  Schools  as  well,  must  now  be  re¬ 
stricted  verv  much  because  all  three  buildings  lack  the 


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-65- 


SCHOOL  BUILDING  SURVEY 

necessary  provisions.  It  is  not  possible,  with  one 
gymnasium  and  one  pool  in  each  school,  to  provide  a 
real  program  of  physical  education  for  all  of  the 
students.  It  would  be  a  great  advantage  to  the 
present  membership  if  the  addition  could  be  made  now, 
but  I  have  not  recommended  it  because  the  school  can 
take  care  of  its  enrollment  until  about  1927,  if 
lieved  as  suggested  above,  with  the  restricted 
program  which  ha.s  been  in  operation  for  several  years. 
This  is  true  of  the  other  two  schools  also.  In  1927, 
the  three  schools,  that  is,  East,  West  and  North  High 
Schools  will  have  reached  their  capacity  accommodation 
and  should  at  that  time  receive  the  additions  needed 
for  these  purposes.  At  North  High  School,  however, 
no  additional  provisions  for  industrial  education  will 
be  needed. 


SUMMARY  OF  THE  PROPOSALS 

If  the  six  proposals  made  above  are  adopted  and  carried  out, 
the  space  provided  will  be  sufficient  to  meet  the  needs  of  all 
pupils  in  grades  7  to  12  inclusive  on  the  east  side  until  1927* 
The  elimination  of  Amos  Hiatt  and  its  annex  as  junior  high  school 
space,  and  the  adoption  of  the  other  proposals  would  bring  this 
result  * 


Table  No.  20 

COST  OF  EAST  SIDE  JUNIOR  HIGH  SCHOOL  PROPOSALS 


(i)  (2)  (3)  (4)  (5)  (6) 


S  cho  ol 

Funds  to 

Pay  for 

Pupil 

Capacity 

Total 

Cost 

Amt.  now: Amt.  to 

Available: be  Voted 

Junior  high  school  at 

E.  24th  &  University 

Bldg., 
e  qui  pment 
8c  ground 
develop¬ 
ment 

1200 

635,000 

300,000 

335,ooo 

"Junior  high  school  at 

E.  l4th  &  University 

Bldg  . , 

equipment 
&  ground 
develop¬ 
ment 

1200 

635,000 

100,000 

M- 

ir 

535,000 

East  High  School 

• 

*  * .  • 

1570 

— 

— 

TOTAL 

J97U 

1,2 (uTUuu 

4-uo,oocr 

6 (V , UUU 

#  This  amount  now  available  for  Amos  Hiatt.  (See  proposal  No.  5 

above . ) 


It  is  necessary  to  see  clearly  and  in  concise  form  a 
comparison  between  capacity  and  probablo  enrollment  if  the  proposal 
as  made  are  consummated.  This  i  s  shown  below. 


-66- 


SCHOOL  BUILDING  SURVEY 

Table  No*  21 

COMPARISON  OF  CAPACITY  AND  PROEABLE  ENROLLMENT 
Grades  7  to  12  on  East  Side 


. . ,t(n . . 

(2) 

(3) 

(4) 

School 

Capacity 

Probable 

Enrollment 

1925 

Probable 

Enrollment 

1927 

Junior  high  school  at 

E.24th  &  University 

1200 

10  46 

1171 

Junior  high  school  at 

E,l4th  &  University 

1200 

1209 

1289 

Hast  High  School 

1570 

IW3B 

15S1 

TOTAL . . . . 

-“■-4541™“= 

ALTERNATIVE  PROPOSALS 


1,  If  proposal  No,  4  above  is  not  adopted,  it  would  mean  the 
continuance  of  the  Amos  Hiatt  Building  proper,  which  has 
a  capacity  of  525  pupils.  If  this  is  done,  it  will  be 
necessary  to  construct  at  East  Fourteenth  and  University 
a  junior  high  school  with  a  capacity  of  only  $40  instead 
of  1200  as  proposed  under  No.  5  above.  The  effects  of 
the  adoption  of  this  alternate  would  be: 

Advantages  — 

a.  An  increase  in  total  junior  and  senior  high  school 
capaci ty  * 

b ,  A  reduction  of  §295,000  in  the  immediate  cost. 
Disadvantages  -- 

a.  The  enforced  use  of  the  Amos  Hiatt  building  which 
is  old,  not  well  arranged  and  equipped,  lacking  in 
necessary  playgrounds,  and.  with  a  high  maintenance 
cost . 

b.  Only  a  part  of  the  pupils  from  Longfellow  and  Webster 
Schools  could  be  accommodated  at  East  Fourteenth  and 
University  together  with  those  from  Wallace,  Logan, 
and  Emerson,  The  others  would  have  to  attend  Amos 
Hiatt  together  with  the  pupils  from  Lucas,  Curtis, 
and  Benton  Schools.  This,  of  course,  can  be  done 
but  such  a  division  of  class  groups  by  neighborhoods 
is  always  a  difficult  thing  to  administer  because 
some  of  the  pupils  have  the  advantages  of  modern 
up-to-da,te  equipment,  and  others  are  required  to 
attend  an  old  school, 


r--' 


% 


67- 


SCHOOL  BUILDING  SURVEY 

The  following  table  shows  the  effects  of  this  alternative 
in  concise  form: 


Table  No.  22 


EFFECTS  OF  ADOPTING  THE  ALTERNATIVE  No.  1 


(1) 

(2) 

(3) 

(4) 

(5) 

School 

Capacity 

Probable 

Enrollment 

1925 

Probable 

Enrollment 

1927 

Amount  to  be 

Voted 

Junior  high  school  at 

E. 24-th  &  University 

1200 

io46 

1171 

335,000 

Junior  high  school  at 

E.l4th  &  University 

o4c 

1209 

1239 

240,000 

Arnos  Hiatt 

525 

— 

East  High  School 

1570 

1436 

1561 

.......  r:&m . 

4T35— 

^  3t>Tl 

• — '  - 

— 575,000" 

2.  If  proposals  3  and  4  are  not  adopted,  the  advantages  and 
disadvantages  as  explained  under  alternate  No,  1  would 
obtain,  the  only  difference  being  that  the  capacity  would 
be  increased  by  about  175  pupils  plus  the  consequent 
disadvantage  to  all  of  the  east  side  elementary  schools 
and  to  a  number  of  exceptional  children  resulting  from  the 
enforced  attendance  of  these  children  in  regularly 
organized  schools  and  classes. 

3.  As  shown  under  the  discussion  of  the  various  proposals 
if  any  other  alternates  are  adopted,  the  two-session 
program  at  East  High  School  will  have  to  continue. 

THE  HIGHLAND  PARK  DISTRICT 
Definition  of  Highland  Park  District  -- 

For  the  purposes  of  this  report  the  Highland  Park  district 
will  be  interpreted  to  include  the  population  served  by  the 
Cattell,  Saylor,  Oak  Park  and  Clarkson  Schools. 

\ 

The  Highland  Park  Elementary  Schools  — 

The  needs  of  the  elementary  schools  as  predicted  are  shown  in 
the  following  table  and  explanations. 


I:  a  ;J;  I  -  J  0  0  H  0  3 


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-60- 

OL  EUILDING  SURVEY 
Table  No.  23 


NORMAL  CAPACITY  AND  PREDICTED  192E  ENROLLMENT 
(Grades  1  to  6  inclusive; 


(1) 

(2) 

(3) 

(4) 

(3) 

(6) 

School 

Normal 

Capacity 
(See  Table 
No.  16) 

Enroll¬ 

ment 

1925 

Over  1922 

capacity  (-) 
Under 
capacity — 
no  sign  : 

Addition  al 

Rooms 
Needed  in 

1925  # 

Rooms 

Re  commended 
for 

Construction 

Cattell 

4-55 

Sbs 

-131 

L- 

Saylor  * 

385 

40  b 

-2i 

1 

np- 

Oak  Park  * 

5S6 

-131 

4 

6 

Clarkson 

AS   

229 

16 

— 

— 

TOTAL 

1540 

-267 

5 

14 

#  Based  on  one  room  for  35  pupils  or  major  fraction  thereof  and 
exclusive  of  temporary  "buildings. 


*  A  temporary  "building  coit  aining  two  rooms  is  now  in  use  at  this 

school. 

Explanations  of  Proposals  — 

Cattell  School  -- 

It  is  predicted  that  the  Cattell  School  will  have  an  enroll¬ 
ment  of  131  pupils  in  1925  who  cannot  be  accommodated.  I  am, 
therefore,  recommending  that  a  four-room  addition  be  made  to  this 
building  together  with  the  necessary  alterations  of  the  old  build¬ 
ing  to  provide  a  school  plant  in  which  a  modern,  educational  pro¬ 
gram  can  be  operated. 

Saylor  School  — 


Although  the  prediction  shown  in  the  table  indicates  that  only 
one  room  will  be  needed,  there  ought  to  be  more  space  provided  be¬ 
cause  of  the  fact  that  we  now  have  in  operation  at  this  school  a. 
two-room  temporary  building.  Because  of  this  I  am  recommending 
that  a  four-room  addition  be  made  to  this  school  inasmuch  as  it 
will  undoubtedly  continue  to  be  operated  as  an  elementary  school  for 
a  few  years  at  least,  perhaps  until  1927-1920  at  which  time 
explained  later,  it  can  be  replaced  by  a  small  building  to 
northeast  of  the  present  building  plus  the  addition  utilized 
the  accommodation  of  the  anticipated  increase  in  junior  high  school 
enrollment . 


the 
for 


Oak  Park  School  — 


This  is  one  of 


the 


old  buildings  of  the  city,  is  now  badly 


- -  - - O  -  ~  ~  ^  v 

over-crowded,  and  accommodates  about  SO  pupils  in  a  two-room 
temporary  building.  Here  again  I  am  recommending  a  six-room 


0  give  this  neighbor- 


addition  together  with  alterations  in  ord< 

hood  modern  schoolhouse  facilities  and  eliminate  the  temporary 

building , 


-69- 


SCHOOL  BUILDING  SURVEY 
Clarkson  School  — 

This  building  will  be  only  very  slightly  over- crowded 
and  can  easily  be  relieved  by  transfer  of  pupils  to  the  Saylor 
or  Oak  Park  districts. 


Table  No.  24 

COST  OF  ADOPTING  PROPOSALS  FOR  HIGHLAND  PARK  ELEMENTARY 

SCHOOLS 


(l) _ (2)  ('3)  (4)  (5)  (6) 

'■  1 1 —  n  ..  .  .  .fy— •  pi  ■■  I  I  I  III  l  I  w  I  in  .Trjrw-  t~  •  ■■■■  ■ ■■  ~  rr  I  hi  i  ■■  i  ~ 


Schools 

Funds  to 

Pay  for 

ToT“5r~ 

Rooms 

* 

Total 

Cost 

Amt . 
now 

Available 

Amt .  to 
be  Voted 

Cattell 

Addition , 
Equip,  and 
Alteration 

4 

70,000 

— 

70,000 

Saylor 

Addition,  & 

Equipment 

4 

45 , 000 

— •  — •  CM 

45,000 

Oak  Park 

Addition, 

Equip,  and 
Alteration 

6 

90,000 

— 

90,000 

TOTAL 

14 

205,000 

— 

205,000 

*  It  should  be  kept  in  mind  that  the  word  "room”  is  used  to 
to  indicate  a  unit  of  building  space  which  is  regularly 
occupied  by  a  group  of  approximately  35  pupils  regardless 

of  the  type  of  room,  that  is,  regular  classroom,  auditorium, 
gymnasium,  library,  etc. 

Junior  end  Senior  High  School  Situation 

The  Senior  High  School  Students  — 

All  senior  high  school  students  (grades  10,  11  and  12)  from 
this  district  will  attend  North  High  School  except  those  from 
the  Cattell  district  most  of  whom  will  go  to  East  High  be¬ 
cause  of  the  convenience  of  transportation  facilities. 

The  Junior  High  School  Students  -- 

By  September  1925,  according  to  the  predictions,  the  number  of 
seventh,  eighth  and  ninth  grade  students  indicated  opposite  the 
schools  shown  below  will  require  accommodation. 

Group  3  — 

Cattell  ) 

Saylor  )  7th,  Sth  and  9th  grade  pupils - Sip 

Oak  Park) 

Clarkson) 


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SCHOOL 


-7C- 

BUILDING  SURVEY 


Proposal  — 


I  recommend  for  your  consideration  that 

1.  A  junior  high  school  be  erected  and  made  ready  for 

occupancy  by  September  1924  on  the  site  of  the  present 
Saylor  School  arid  some  property  adjacent  thereto  which 
ought  to  be  purchased.  It  can  be  so  situated  as  to 
face  north  and  have  as  one  of  its  wrings  the  Saylor 
School,  which  should  be  continued  in  use  as  an 
elementary  school  until  it  becomes  necessary  to  build 
a  new  Saylor  School  to  the  northeast  of  the  present 
site.  This  will  probably  be  about  1927*  The  junior 
high  school  part  of  the  plant  should  be  built  for  a 
capacity  of  JOG  pupils  including  in  the  first  unit  an 
auditorium,  the  physical  education  department,  shops, 
and  cafeteria.  To  do  this,  equip  the  building,  and 
develop  the  grounds  will  cost  approximately  $500,000. 
Certain  facts  with  reference  to  this  junior  high  school 
project  are  shown  below: 


Table  No.  25 
COSTS 


(1) _ (2) _ (3)  (n  (5) _ (6) 


:  P\mds  to  Pay 

School  :  for 

• 

• 

Capacity 

Total 

Cost 

Amt,  :Amt,  to 

Now  :be 

A  v  ai  1  ab  1  e :  V  0 1  e  d 

Junior  High  School: Building , 

at  Ovid  and  Cor-  : Equipment  & 
nell  Streets  : Development 

: of  Grounds 

900 

300,000 

* 

300,000  *200,000 

» 

0 

• 

♦ 

Table  No.  2q 


COMPARISON  OF  CAPACITY  AND  PR0BA3L- 


;nrolli*ent 


School 

Capacity 

1924 

Probe.ble 

Enrollment 

1925 

Probable  :Cap.  in  1927  when 
Enrollment : Saylor  Sch,  pip  ilz 
1927  :may  be  removed  to 

:new  building  * 

Jr.  high  Sch. 

at  Ovid  &  Cor¬ 
nell  Streets 

900 

615 

• 

950  :  1200 

0 

• 

r’hen  the  Saylor  elementary 
that  the  wing  reserved  for 
accommodate  them,  the  time 
School  to  the  northeast  of 
that 
from 


school  attendance  reaches  the  point 


these 


this  will  occur  about 


children  can  no  longer 
will  have  come  for  a  new  Saylor 
the  present  sire.  I  have  estimated 
1927,  The  removal  .of  these  children 


the  wing  at  Ovid  and  Cornell  Streets  would  make  this  space 


available  to  the  junio: 
capacity  by  300  pupils 


high  school  and  would  increase  its 
making  the  total  capacity  1200. 


I 


-71- 


SCHOOL  BUILDING  SURVEY 
Definition  of  Rest  Side  — 


For  the  purposes  of  this  report,  the  west  side  will  be  inter¬ 
preted  to  include  all  of  the  schools  west  and  south  of  the  Des 
Koines  River  and  north  of  the  Raccoon  River  plus  the  Barton  and 
Jefferson  Schools  south  of  the  Raccoon  River, 

T'Test  Side  Elementary  Schools  — 

The  needs  of  the  elementary  schools  as  predicted  are  shown 
in  the  following  table  and  explanations: 

Table  No.  ZJ 


NORMAL  CAPACITY  AND  PREDICTED  1925  ENROLLMENT 

(Grades  1  to  6  inclusive) 


(l) 

(2) 

(3) 

(4) 

(5) 

(6) 

School 

Normal 

Capacity 
( See 

Table  16) 

EnroURB 

rnent 

1925 

Over  19 BE  ' 

capacity  (-) 
Under 
capacity 
no  sign 

Additional 

Rooms 
Needed  in 
1925  # 

Rooms 

Re  commended 
for 

Construction 

Sabin  * 

580 

598 

-lo 

-L 

4 

Nash 

315 

459 

-ppr 

4 

rp 

Casady 

‘  353 

473 

-115 

3 

4 

Given 

£l3 

275 

-57 

0 

L. 

— 

Kirkwood 

353 

297 

63 

—  —  — 

— 

McHenry 

2H0 

-28 

a 

— 

Bird 

TF3l 

416 

15 

— 

— — 

Franklin 

135 

127 

— 

— — 

Crocker 

630 

'  439 

l4i 

— 

— — 

Lincoln 

175 

139 

35 

— 

— 

Hubbell 

551 

673 

-122 

—7 

V 

4 

Greenwood 

V  5 . 

332 

-37  ..  . 

d 

2 

Elmwood  * 

3^5 

399 

-54 

— 

Grant 

WI 

256 

35 

— 

— 

*  A  temporary  building  containing  two  rooms  is  now  in  use  at  this 
school , 

7f  Based  upon  one  room  for  thirty-five  pupils  or  major  fraction 
thereof  and  determined  by  the  actual  figures  in  column  4  regard¬ 
less  of  other  conditions  which  are  shown  in  Column  6  and  explain¬ 
ed  below. 

Explanations  of  Proposals  — 

Sabin  School  — 

A  temporary  building  is  now  in  use  at  this  school,  arid  for 
this  reason  I  have  recommended  a  four-room  addition.  As  in  the 
case  of  other  old  buildings,  some  alterations  to  this  plant  will 


V 


..  i 


.  .  '  r  r 

*  .  V  -  «  •  ,s  v  i  * 


.  i 


10C[i? 


r.;, 

*>•*  1 


t 


3UI)I 


.  ■:  : 


...  .  •  l 


S  C  H  0  0  L 


-72- 

OILDING  SURVEY 


be  necessary  when  an  addition  is  made  in  order  to  provide  modern 
and  adequate  facilities,  such  as  toilet  rooms,  drinking  fountains, 
playgrounds,  removal  of  partitions  between  very  small  recit  ation 
rooms  into  which  it  is  not  proper  to  crowd  classes  even  of 
normal  size.  (See  section  entitled  "Small  Recitation  Rooms  in 
Elementary  Schools"), 


Nash  School  — 


This  is  a  rapidly  growing  district  and  will  require  the 
four  rooms  which  I  ha^e  recommended.  It  is  a  new  building  and 
■would,  therefore,  make  unnecessary  alterations. 


Casady  School  — 


Thi  s 

and  will  require  at 


is  another  district  which  is  growing  quite  rapidly 


least  three  rooms,  but  I  have  recommended 


four  as  in  other  cases  because  it  is  frequently  easier  to  build 
an  addition  of  four  rooms  than  it  is  to  make  one  of  three* 
Wherever  such  a  condition  prevails  one  or  two  rooms  might  be 
left  unfinished  until  they  are  actually  needed,  which  would  post 
pone  a  small  part  of  the  expenditure.  The  additional  room  in 
this  school,  however,  will  be  needed  for  the  accommodation  of 
pupils  transferred  from  the  Given  School,  as  explained  in  the 


next  paragraf 


-  V 


This  building  is 


one  of  a  peculiar  design  built 


on  the  hollow  square  plan,  so 

jL  T 


to 


c*  .  _ 

O  s-' 


ak ..  t he  corr  l dor  b e  1  ng  i n 


the  center  of  the  building  and  the  classrooms  on 

There  are 


I  pQ 

UIlv 


two  0  then  buildings 


m 


on 


same  clesi 


Such  a 


olan  ma. 


L.Q 

it 


our 

;n,  namely, 
construction  of 


or n era 

O  *1  *rr 


can  be  worked  out 


Or e  enwoo d  and  McK i ill ey , 

an  addition  rather  difficult  but  I  believe 
and  so  planned  that  future  additions  may  be  more  conveniently 

erected. 

Given  School  -- 


-  -  1  -  -  ± 

on  Chart  No.  3>  should  be  abandoned  aventually,  no  addition 
should  be  made  to  it  but  it  should  be  kept  in  good  repair  until 
that  time  comes.  These  fifty-seven  pupils  should  be  transferred 
to  the  Nash,  Casady  and  Kirkwood  Schools  located  in  the  immediate 

neighborhoods 


Kirkwood  School  — 


The  Kirkwood  School  will  have  a  small  amount  of  available 
space  even  after  it  has  received  by  transfer  some  of  the  pupils 
from  the  Given  School.  However,  its  capacity  as  figured  con¬ 
templated  the  use  of  two  or  three  very  small  classrooms  which 
have  been  made  by  subdividing  classrooms  of  standard  size.  Thee 
very  temporary  partitions  should  be  removed  providing  proper 
school  rooms  for  the  children.  If  this  is  done,  the  school  woulc 
have  very  little  available  space. 


-73- 


SCHOOL  BUILDING  SURVEY 

McHenry  School  — 


V  o  +; 

1U  W  J 


Since  this  is  one  of  the 
to  be  abandoned,  it  should  be 
made  to  it  even  though  it  may  have 
These  pupils  may  be  transferred  to 

Bird  School  — 


old  buildings 


ought 
but 


which  ought  eventuall; 
in  good  repair  but  no  addition 
a  surplus  enrollment  in  19 2-5* 
Bird,  Grant  and  Nash  Schools. 


The  1925  enrollment  in  this  school  as  shown  will  just  about 
fill  the  building  to  normal  capacity,  hence  it  should  be  kept  ^ 


be  one  of  the  permanent  and  large 
as  iuiui'g,  especially  when  it  must  receive  many 
the  pupils  now  attending  McHenry  and  Franklin  Q 

ought  to  b. 


buildings 


good  repair.  Since  it  will 
in  the  future^ 

g  McHenry  and  Franklin  Schools,  which 
abandoned,  additional  playground  space  should  be 

secured  as  soon  as  possible. 


m 


01 


Franklin  School  — 


This 


also 


the  old  buildings,  which  according  to 

some 
.y  one 
isd  then 

or  a  year  Ox  two  later  by  transferring  its  pupils  to  the  Crocker 
School,  which  will  have  some  available  space,  to  the  Bird  School 
and  also  to  the  McHenry  School,  which  in  turn  can  transfer  pupils 
to  the  Grant  School.  V.'hen  such  a  transfer  takes  place, 
building  can  be  disposed  of. 

Crocker  School  — 


Although  this  building  will  have  some  available  space, 
according  to  the  situation  shown  in  the  table  (No,  27),  much  of 

conne  c t i on  w i t h 


u  —  - -  —  -  ~  —  \ 

this  space  will  be  utilised,  as  explained  above  i: 
the  Franklin  School,  by  receiving  pupils  from  tlm 
least  one  but  preferably  1  ’  ' '  *  “  ’ "  '  ‘ 

very  advantageous  as 

is  urgently  needed  here. 


.t  school.  At 

.j  -  rooms  in  this  building  would  be 

center  for  exceptional  children  for  the 
down  sown  neighborhood.  More  playground 


Lincoln  School  — 

Because  of  the  location  of  this  building,  which  is  on  a  s 
of  unusual  value  for  commercial  or  industrial  purposes,  and  al 
though  it  has  served  to  good  advantage  up  to  date  in  meeting  t 
emergencies  of  congestion  following  the  war,  it  is,  I  believe, 
advisable  to  maintain  it  only  as  long  as  it  is  impossible  to 
accommodate  elsewhere  the  elementary  and  continuation  school  p 
who  now  attend  it.  A  long  time  lease  of  this  property  or  its 
would  produce  such  revenue  or  funds  as  to  assist  largely  in  li 
ting  the  financial  burdens  of  operating  the  entire  system  and 
ought  to  be  consummated  as  soon  as  satisfactory  arrangements  c 
be  made  to  care  for  the  pupils  in  attendance  there. 


ite 


tin 


up  i  1  s 
al  e 


o  o 


*  4- 
0  * 


an 


-74- 


SCHOOL- 


BUILDING 


S  U  R  V 


Y 


I  am  offering  below  some  suggestions  of  a  possible  plan  of 
handling  the  situation  but  shall  desire  later,  when  I  shall  have 
had  time  to  secure  some  needed  facts,  to  present  in  a  supple¬ 
mentary  report  some 
cerning  it.  I 


specific  and  detailed  recommendations  con- 
shall  do  this  within  the  near  future. 


The 


development  of  industrial  establishments  end  business 
houses  with  the  consequent  outward  drift  of  the  population  will 
reduce  the  enrollment  in  this  school  as  the  years  pass.  The 
predictions  show  that  by  1925  it  will  have  only  one  hundred 
thirty-nine  elementary  school  pupils  (grades  1-6)  within  its 
present  boundaries.  Many  of  these  pupils  can  be  transferred  to 
the  Bird,  Crocker  and  Curtis  Schools,  and  if  necessary,  some  can 
be  sent  to  the  Franklin  School  until  it  is  abandoned.  This 
transfer  would  affect  the  children  living  to  the  north  of  Lincoln 
School  and  in  many  instances  it  would  be  a  distinct  advantage  to 
these  children  by  removing  them  from  the  necessity  of  crossing 
Grand  Avenue,  Locust,  Dal nut  and  Mulberry  Streets  even  though 
they  might  have  to  travel  further  to  reach  the  schools  to  the 
north.  rith  this  arrangement,  however,  these  distances  would 
not  be  prohibitive.  The  remaining  children  living  near  Lincoln 


School  and  to  the  south  of  i 


mi 


e> 


o 
il  Ij 


be  accommodated  in  a  small 


well  arranged  and  equipped  building  of  a  temporary  character 
erected  to  the  southwest  of  the  pre 
might  be  leased. 


3 


nr 


site  on  a  site  which 


The 


eason  for  recommending  a  temporary  arrange 


here  for  a  few  years  is  based  upon  the  belief  that  the 


menti  j.^2.  a  ±  ^  w  y 

school  population  of  this  entire  neighborhood  will  continu 
steadily  to  decrease  in  number.  At  any  rate  the  future  of 


this 


neighborhood  is  at  the  present  time  so  uncertain  as  to  render 
unjustifiable  permanent  plans  requiring  more  expenditure  than 
absolutely  necessary.  The  Continuation  School  pupils  who  now 
attend  this  building  can  be  taken  care  of  as  explained  in  the 

supplementary  r  eport ♦ 


is 


Hubbell  School  — 


This  school  is  located 
more  rapidly  perhaps  than  a 
will  require  at  least  three 
therefore,  recommending  a  f 


in  a  district  which  is 
ny  other  neighborhood  of 
rooms  completed  by  1925 
our-room  addition. 


developing 
the  city  and 
.  I  am , 


G r e e nwo 0 d  School 


This  district  is  also  developing  quit 
Linden  Heights,  .along  Grand  and  Ingersoll 
is  being  accelerated  through  the  erection 
I  predict,  therefore,  that  it  will  need  a 


e  rapidly 
Avenues . 


in  and  around 
The  increase 


o  f  apar t m an  t  houses, 
two-room  addition. 


Elmwood  School  — 


As  it  stands  including 

school  will,  require  a  two-r 
time  a  seven-room  addition 


a  two-room  temporary  building 


•f  S  -i  - 
0  11 1  o 


00m  addition  in  1925*  At  the  press??! 
is  being  erected.  Since  the  normal 


o 


r  f 


4 


SCHOOL 


BUILDING 


-75- 

SURVEY 


growth  of  this  school  will  require  two  additional  rooms,  and  since 
the  temporary  building  ought  to  be  removed,  these  two  facts  alone 
will  make  necessary  the  use  of  four  of  the  *ne»v  rooms  now  under 
construction.  The  other  rooms  in  the  new  part  will  be  put  to  use 
and  a  corresponding  number  in  the  old  building  used  as  play  rooms 
and  for  other  purposes  until  such  time  as  it  may  be  necessary 
to  use  them  again  for  regular  classroom  purposes. 

Grant  School  -- 


This  is  one  of  the  buildings  which,  according  to  Chart  Ho.  3 
and  its  explanations  should  someday  be  abandoned  and  although 
Table  Wo,  27  shows  that  it  will  have  some  available  space,  this 
will  not  be  the  case  if  pupils  are  transferred  to  it  from  school 
districts  to  the  south  and  east,  as  suggested  above. 


Junior  and  Senior  High  School  Situation 
The  Junior  High  School  Students  » — 


By  September  1923,  according 
seventh,  eighth  and  ninth  grade  s 
schools  shown  below  will  require 
ed  after  a  school  means  that  only 
in  these  grades  from  that  school 
high  school  contemplated  for  the 
schools  in  the  vicinity  (based  on 


to  my  predictions,  the  number  of 
tudents  indicated  opposite  the 
accommodation.  A  fraction  print- 
that  percentage  of  the  pupils 
district  will  attend  the  junior 
service  of  the  several  elementary 
Table  No.  7)- 


Group  4  — 


Sabin 

'asm  ng  t  on  I  rv  1  ng 

Wash 

Casady 

Given 

Kirkwood  (p-) 
McHenry 
Bird  (-|) 

Franklin 

Cooper 

Crocker 

Lincoln 


) 

\ 

/ 

) — 7th,  Sth  and  9th  grade  pupils  in  I925 
) — 1352  (Junior  High  in  North  Des  Moines) 
)  (See  Table  Ho.  7) 


) 


Group  5 


Hubbell  ) 

Greenwood  ) 
Elmwood  ) — 7th, 

Grant  ) 

Bird  (J)  ) 

Kirkwood  (qr)  ) 


oth  and  9th  grade  pupils  in  1925 - 959 

(Junior  High  at  plst  and  Center) 

(See  Table  Wo.  7) 


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-76- 


SCHOOL  3UILDING  SURVEY 


Group  7  — 


Han  aw  alt 

Frisbie 

Perkins 

Riley 

Ri  ce 

Rind  sor 

Monroe 

Kirkwood  (^) 

Earton 

Jefferson 

Adams 

Douglas 


) 

/ 

) 

) 

) — 7^*  6th  and  9th  grade  pupils  in  1925 — 73^ 
)  (Many  of  these  schools  are  as  yet  small, 

)  are  in  widely  separated  outlying  ais~ 

)  tricts,  and  cannot  be  served  by  junior 
)  high  schools  until  their  populations  in¬ 
i'  crease  sufficiently  which  will p  robably 
)  not  be  before  1927-26.  (See  Table  No,  7) 

) 


TOTAL 


The  Senior  High  School  Students 


Estimates  based  upon  the  tables  indicated  predict  a  1925  Gn~ 
rollment  in  grades  10,  11  and  12  in  the  three  high  schools  as 

follows: 

North  High  School  from  contributing  schools  - 

(See  Table  No.  11 ) 

Vest  High  School  from  contributing  schools - -  — 

(See  Table  No,  12) 

Roosevelt  High  School  from  contributing  schools  - 
(See  Table  No.  13) 

Total  - 

Total  Number  of  Junior  and  Senior  High  School  Students 
to  be'  Accommodated  in  19-23  — 


Junior  high  school  (grades  7>  6  and  9)  - 30^5 

Senior  high  schools  (grades  10,  11  end  12) - 2192 

Total - 5197 

Number  of  junior  high  school  pupils  to  be  accommodated 
in  outlying  elementary  schools  in  1925 - 73J~ 

Total  number  to  be  accommodated  in  junior  and 

senior  high  school  buildings - 4463 


n  i 


-796 

-791 

-765 

2152 


Plus  Perkins  School  population 
Plus  Han await  School  population 


Total - 46 


-77- 


SCHOOL  BUILDING  SURVEY 

The  above  facts  mean  that  there  will  probably  be  4658 
junior  and  senior  high  school  pupils  requiring  accommodation  in 
1925  excluding  the  seventh  and  eighth  grade  pupil 3  from  all  of 
the  schools  shown  under  Group  7  above  except  those  from  Perkins 
and  Hanawalt,  who  may  be  accommodated  in  the  Roosevelt  High 
School,  as  explained  later. 

The  present  normal  one- session  program  capacity  (December 
1922,  Table  No.  17  for  high  schools)  of  the  junior  and  senior 
high  school  buildings  on  the  west  side  which  might  be  used  for 
the  accommodation  of  these  pupils  is 


North  High  School - 873 

Rest  High  School - 1285 

Roosevelt  High  School - - - - - 1110 

Washington  Irving  Junior  High  School  - — — - 400 

Old  Cooper  School  (now  Crocker  Grammar) - * - 210 


Total - 4078 


Bringing  together  the  figures  shown  above  concerning  1925 
probable  enrollment  and  the  present  capacity,  we  have  the  follow¬ 
ing: 


Total  number  of  pupils  in  grades  7  to  12  to  be  accommodated 

in  1925  in  junior  and  senior  high  schools  - -4658 

Total  present  capacity  available - - 4076 

Number  of  pupils  in  excess  capacity - - 580 

The  General  Problem  — 


The  general  problem  of  housing  these  4658  pupils  with  capaci 
for  4078  may  be  stated  as  follows: 

1.  If  additional  capacity  for  the  58O  pupils  is  provided, 
where  should  it  be  located? 

2.  If  this  capacity  is  provided,  will  the  other  available 
school  room  space  be  so  distributed  as  to  be  reason¬ 
ably  accessible  to  the  pupils  who  must  occupy  it? 

3 .  Is  all  of  the  available  space  suitable — (safe, 
sanitary,  hygienic,  so  arranged  and  equipped  as  to 
give  all  of  the  pupils  in  the  group  fairly  equal 
opportunities),  or  should  some  of  it  be  abandoned 
or  put  to  another  use  ? 

The  Proposed  Solution  — 

Because  we  regard  the  two-session  program  in  the  high  schools 
as  objectionable,  I  am  leaving  it  out  of  consideration  in  this 
discussion.  It  would  be  possible,  of  course,  if  the  three  higi 


-7o- 


SCHOOL  BUILDING  SURVEY 

schools  on  the  '.Test  side,  that  is.  North,  Best  and  Roosevelt 
Schools,  were  operated  on  this  plan  to  house  all  of  the 
junior  and  senior  high  school  students  until  about  1930 «  I 
wish  to  recommend,  for  your  consideration: 

1.  That  the  old  Cooper  School,  now  called  the  Crocker 
Grammar  School,  located  at  Thirteenth  and  Ascension 
Streets  be  disposed  of  as  soon  as  the  pupils  now 
attending  it  can  be  accommodated  elsewhere,  and 

that  the  present  Hashing ton  Irving  Junior  High  School 
building,  the  old  Nash  building,  be  discontinued  as 
a  junior  high  school  and  made  available  for  the 
use  of  exceptional  children  from  the  North  Dss  Moines 
territory,  in  accordance  with  the  plans  proposed 
later  under  the  section  entitled  "The  Care  of  Ex¬ 
ception  al  Children" . 

These  two  schools  now  accommodate  their  full 
capacity  of  6l0  pupils.  The  buildings  are  of 
the  oldest  type  offering  only  to  a  very 
limited  extent  the  upper  grade  educational 
opportunities  contemplated  for  other  sections 
of  the  city  where  junior  or  senior  high  schools 
will  be  provided  for  pupils  of  these  grades. 

The  Cooper  School  is  represented  by  No.  10 
on  chart  No.  1,  is  on  a  streetcar  line,  has  a 
very  small  undeveloped  playground,  is  not  needed 
in  that  niegliborhood  as  an  elementary  school,  as 
previously  explained,  consists  entirely  of 
classrooms,  can  house  only  210  pupils,  which  is 
too  small  a  number  to  permit  advantageous 
classification,  and  has  reached  the  point  where 
it  can  be  put  in  good  condition  and  maintained 
only  at  a  relatively  large  expense. 

As  stated  above,  the  Washington  Irving  School 
also  is  old  and  provides  scarcely  enough  play¬ 
ground  for  100  pupils.  Its  best  feature  is  its 
machine  shop,  which  is  entire^  too  elaborate 
for  junior  high  school  pupils.  The  machines 
should  be  removed  to  a  senior  high  school  where 
the  boys  are  more  mature  and  capable  of  doing 
the  advanced  work  which  requires  the  kind  of 
equipment  now  at  Washington  Irving  and  with 
which  the  senior  high  school  boys  are  not  now 
provided,  kith  very  little  expense  the  build¬ 
ing  can  be  converted  into  a  satisfactory  school 
for  exceptional  children,  a  provision  much  need¬ 
ed  in  this  section  of  the  city. 

2.  That  a  sits  suitable  for  a  junior  high  school  in  North 
Dos  Moines  in  the  vicinity  of  No.  1,  shown  on  Chart 
No.  be  obtained  and  a  junior  high  school  with  a 


79- 


SCHOOL  UUILD1ITG  SURVEY 


the 


capacity  of  1200  pupils  be  erected  thereon.  As  with 
other  junior  high  schools,  it  should  be  so  planned  that 
additions  may  easily  and  with  the  greatest  economy  be 

made  to  it. 


This  building  should  be  planned  and  financed  in  the 
seme  *.vay  as  the  one  located  at  East  Twenty- fourth 
and  University,  which  I  have  previously  discussed 
under  the  title  "The  East  Side  Situation".  In  the 

_  -  t* 


1920  election  the  issuance  of  $300,000  in  bonds  f 
this  building  was  authorized.  I  estimate  that  it 

f>  x*  W  _ 


or 


will  cost 


,635  no.. 


3.  That  the  present  T  est  High  School  operate  as  a  junior 
senior  high  school  accommodating  junior  high  school 
pupils  from  the  elementary  schools  in  that  vicinity, 
and  the  senior  high  school  pupils  from  the  elementary 
schools,  as  shown  in  Table  Ho.  12 


On  the  basis  of  this  re commended  ion  there  will  pro¬ 
bably  be  an  enrollment  of  400  junior  high  school 
pupils  in  this  school  each  year  until  at  least  1530* 
I  do  not  anticipate  any  very  large  deviation  from 
this  estimate  because  some  of  the  neighborhoods  in¬ 
volved  may  increase  somewhat  in  population  but  other 
will  decrease.  I  have  estimated  also  that  the 
senior  high  school  enrollment  in  this  school  will  be 


Numbs  r 


Year 


791 - 1925 

o34 - -<-1527 

911 - 1936 

The  totals  of  these  two  groups  will  approximately  equal 

the  normal  capacity  of  Rest  High  School  in  1927* 

(See  Table  No.  30) . 

4.  That  a  junior  high  school  with  a  capacity  of  about  750 
pupils  be  erected  on  the  site  at  Rest  Thirty-first  and 
Center  Streets  to  accommodate  the  pupils  from  the 
elementary  schools  approximately  as  shown  in  Table  No. 

30  below, 


In  the  1920  election,  the  issuance  of  $300,000  in  bonds 
for  this  building  was  authorized.  Hence  this  sum  is 
now  available.  I  believe  a  school  large  enough  to 
serve  the  needs  of  this  location  until  1930  equipped, 
and  containing  an  auditorium,  cafeteria,  and  the 
necessary  shops  and  rooms  for  physical  education. 


can  be  built  for  the  sum  of 


77C 

nJ  l  j  »  '  -''-'O 


different  problem  from  the  ones  on  the 


This 

east 


is  a 
side , 


-SO- 


c 

H  0  0 

L 

T  — 

_/  u 

I  L 

D  I 

N  G 

S  U  R  V 

E  Y 

in 

Highl 

and 

jJ-  l  u  , 

and 

in 

Nor 

tli 

Des  Mo in 

es  since 

the  amount  a 

v.aila 

ble 

for 

eac 

Ii  of  those 

schools  is 

the  same 

out 

the 

enro 

Ilmen  t  s 

will  be  mu 

oh  larger. 

It 

is  ne 

cess 

?-y , 

4-  N  v> 

0  iX'-/  X 

ef  or 

-  > 

as 

explaine 

d  before. 

to 

plan 

the 

const 

ruct 

ion 

at 

the  other  1 

0  caations 

in  such  a  way  as  to  secure  for  the  money  avail¬ 
able  (£3 00,000)  plus  £4-0,000,  that  is,  £340,000, 
the  maximum  of  standard  classroom  spare  equippc  ' 
(estimated  at  C4o  pupils)  and  let  the  decision 

’U  ~  - n  ~  .£.*•_  ___  __  _  _  1  * 


of  the 
'The t her  or  no 


people  ci 


t  the 
other 


next  election  determine 
may  be  added* 


T  ^ 

.1  ^  Co 


tures 


5«  That  the  Roosevelt  High  School  operate  as  a  junior-senior 
high  school  accommodating  the  junior  high  school  pupils 
the  elementary  schools  as  shown  in  Table  No,  30 , 
a  the  senior  high  school  pupils  from  the  elementary 
schools  abou t  as  shorn  in  Tab 1 e  No . 1 3 . 


1  rom 
an* 


Operating  on  this  plan  the  school  rill  be  s omen hat 
under  capacity  in  enrollment  until  1927  at  which  time 
the  additional  space  should  be  provided.  The  south¬ 
east  wing  which  is  not  now  being  finished  has  not 
been  included  in  the  estimate  of  the  normal  capacity 


of  this  building  and  the  space 


it 


will  add  to  the 


normal  capacity  will  probably  not  be  needed,  so  far 
as  merely  housing  the  pip  ils  is  concerned,  until 
about  1527-  Notwithstanding  this  fact,  since  this 
wing,  which  could  not  be  otherwise  planned,  con¬ 
tains  the  girls'  gymnasium,  a  smaller  room  for 
remedial  gymnastics,  the  health  department,  and 
the  biological  laboratory,  it  is  quite  advisable 
that  these  special  features  by  provided  as  soon  as 
possible  in  order  that  they  may  be  made  available 
for  the  use  of  the  pupils  who  do  attend  the 
school.  It  should  be  understood,  of  course,  that 
the  pupils  who  will  attend  this  school  can  be 
accommodated  in  the  other  portions  of  the  building 
consisting  lafgeiy  of  classrooms,  if  it  seems  in¬ 
advisable  to  ash  for  the  necessary  additional 
amount  to  finish  the  interior  of  this  wing,  but  they 
would,  of  course,  be  deprived  of  some  of  the  very 
essential  rooms  and  activities.  The  effect  of  the 
completion  of  this  wing  would  be  to  put  these  rooms 
into  use  all  of  the  time  and  four  or  five  of  the 
regular  classrooms  only  part-time ,  Under  the  terms 
of  the  contract  made  with  the  Kucharo  Construction 
Company  and  other  contractors,  the  Board  has  an 
option  on  the  finishing  of  this  wing  which  I  think 
should  be  taken  advantage  of  not  only  for  the  reason 
stated  above,  but  because  under  the  option  it  can  be 
built  more  cheaply  than  at  the  prevailing  building 
costs  or  those  which  may  obtain  even  a  year  or  two 
hence , 


-31- 


SCHOOL 


CJ  I  L  D  I  IT  G 


s  u 


E  Y 


Further  Explanations  of'  the  Proposals  — 


Ref or a  de tor  min 
organisation  of  the 
their  di a tr ibut ion 
buildirg  s,  the  folio 
nddi  t  i  cn  al  s  cho o  1  ro 
through  the  erection 
osa  Lie  dur i ng  t he 
program  basis  in  Nor 


ing  upon  the  proposals  made  above 
junior  nd  senior  high  school 


for 


pupil— g 


the 

roups 


and 


tip 


junior  and  senio 
of  those  in  outlying 
could  be  found  only 
number  of  these  pu  b 


mong  the  junior  and  senior  high  school 
uing  question  naturally  arose:  Since  much 
on  space  is  being  provided  on  t  he  -vest  side 
of  the  Roosevelt  High  School,  will  it  not  be 
next  fee;  years  to  accommodate  on  a  one-session 
th,  “bet  and  Roosevelt  High  Schools  all  of 
r  high  school  students  until  the  exception 
school  districts?  The  answer  to  this  questi 
through  an  attempt  to  group  and  ascertain  the 
1s  in  these  three  neighborhoods  centering  in 


the  three  high  school  buildings.  This  I  have,  at 
am  shoeing  in  the  fo Honing  tables  v;hy  such  a  plan  is  not  ^ossibl 


ji-ipted  to  do  and 


the 


table  (No.  2.,)  shows  the 


groups  predicted  for  the  vears  1Q2H 


ns  xirst 

three  I  |  _ HHI 

while  the  next  table  (No.  25) 
and  for  the  three 
school  enrollment 


snows 
p3  OX  schools 

compared  v;ith  t. 


grcu 


probable  enrollments  in 
1525,  1927,  and  1930, 
each  of  these  three  years 
junior  and  senior  high 

m  T*n  o  1  n.vri  p  n.  i  tv  of  P.  n.  nh 


i  or 
the 


school . 


•  t  4  «  • 


. 

‘ 

' 

’  ,  >  « 


O  I. 


:  < 


; 

'  '  ■;  . "  > 

r  .  «  i.  ‘  s  1 '  r  .  .  . 


... 


.  f ' 

' 

u 

r 

*  .•  ‘  .  .. 

■ 

. 

.. 

_  *  ~  .  ’  C  V  - 

•  , 

.i 

■  r\r>  *“ 

V/  o 

.  1  ■'  . 

n 

• 

. 

* 

'  -  -• 

. 

• 

■  t  ■  L  .  • 

•  **  *.  .; 

V 

;  ..  ■  ..  . 


.  ■  '  •  ■  J  •  .  •  1  .  , 


.  *  4. 

•  •  i<‘ 


•  ;  r  xi .  •  .  I 


•  "!  .  .  1  [  "  ’  .  '  •  ' 


.* 


' 

.1 


. 

•  .  ri  ...  "  ■  ' 

. 


-82- 


SCHOOL  BUILDING  SURVEY 

0 

Table  Wo.  2o 

PROD AD LE  JUNIOR  HIGH  SCHOOL  ENROLLMENT  ON  THE  REST 
•SIDE  DIVIDED  INTO  THREE  GROUPS  CENTERING  IN  THE 

THREE  HIGH  SCHOOLS 


North  High  School  — 

Sabin - - 

Casady  — - -  — 

Crocker  {\)  — - 

Nash - - 

Given  (f) - - — 

Washington  Irving 
Kirkwood  (^)  — — 


1925 

1221 

231 

205 

13a 

35 

96s 

29 

200 

plus  about* 

SI 

5 i°  or  46  ~ 

96t9 

1015 

1930 


101 5^ 
plus  Sic 
or  51= 
1096 


West  High  School  — 

Given  (|-)  - 

Crocker  - - - 

Kirkwood  (-2) - - 

McHenry - — — 

Franklin  - — - 

Grant - - - — 

Dird - - - - 

Elmwood  - 


26 

133 

79 

145 

po 

153 

522  • 

153 

plus  3  ..5  £ 

■33 

or  2  9= 

S22 

351 

.051 

plus  ofc 

551 


Roosevelt  High  School  — 

"*  *  *  l,l‘  1  *"  '  ■  ■■■>■'  i»  *r- 


Elmwood.  (^)  — - - ;  go  :  : 

Hubbell - - - - —  :  267  • 

Greenwood - :  163  :  715  1  313 

Hanawalt - :  5$  :plus  about:plus  about 

Perlcins -  :  137  : 15fcorl03-.26f0  or  217= 

:  ~7l5  :  613  :  104q 


GRAND  TOTAL 


2506 


26S4- 


2937 


-S8- 


okjcjid:  JooHoa 

oS  *  o  .  sXdxT 

T82r  -iht  Tt o  joovos  HOI  ;;oim  2jcauoh<i 

■ 

3J00K03  HOIK  Cr.JZVi 


I§gx 


k5X0X  : 
c^o  e xrX  ;  dx/o^  a ir I 
sIj  io  1  -  0J-!  io  '";c 

a^ox 


v  X?o 
v.;0  sulci 

X^S 


Ll£ 

?0£ 

l.^X 

X3 


:  £X0£ 

as 

Z+ 1 

CC‘ 

v»f.  3UX.] 

o^x 

io 

i.. 

—  Xjorioa  rigiH  ri J’io^ 

- ntct£8 

- - - -  \b£Q£d 

- - - —  (-h)  IsqfooTO 

- - T  —  :13£U 

- .. - - (0)  ns viO 

- -  ,>t  £  vi  I  na J^xt  x  fis  sr: 

- - - — - (0)  JboowrliiX 


—  XoorioS  rf^xH  i3Sy 
-  (X)  noviO 

- (I)  i9jfo  oiO 

.  - -  f  )  try 

- X —  yirrsKoH 

-  - —  ni  IX.xeti 

- - - . - - - tn&id 

-  - JbiiC 


-  XoorlQ':  flftiH  J  X  9 vs-  ooH 

-  (X)  |)oor.raX3 

- - - X-  IIsddl/K 

—  - JboownesiO 

-  ^Xbwjbx^H 

- srriXis^ 


jatot  a::  .to 


» 


SCHOOL 


-23- 

BUILDING  SURVEY 
Table  No,  29 


JUNIOR-SENIOR 


HIGH 


SCHOOL  ENROLLMENT  COMPARED 
NORMAL  CAPACITY 


r:iTH 


1925 


Enrollment  Capacity  Difference*  Total 


North  — 

Junior 

High  — 

Senior 

High  — 

Rest 

Junior 

High  — 

Senior 

high  — 

Roosevelt- 

-Junior 

High  — 

Senior 

High  — 

North  —  Junior  High  - 

Senior  High  - 


Rest  —  Junior  High  - 

Senior  High  - 


Roosevelt-Junior  High  - 

Senior  High  - 


969 

796 

1755 

373 

-892 

S22 

_Icii 

lol3 

1235 

-32o 

715 

56  0 

1280 

1310 

30 

—  1927 

- - 

1015 

376 

1691 

673 

-1013 

o51 

334 

1735 

1285 

-450 

313 

669 

!W 

1310 

-177 

) 

) 

) 

) 

)  -1220 


) 


) 

! 

) 


-1645 


1930 


North  —  Junior  High  — — 
Senior  High  - 

1096 

_21i 

zoUi 

373 

-1134 

Rest  —  Junior  High  - - 

Senior  High  - 

051 

911 

-477 

1762 

1235 

Roosevelt- Junior  High  - 

Senior  High  - 

1040 

730 

1320 

1320 

-500 

*  The  minus  sign  (-)  indicates  excess  capacity.  No  sign 
under  capacity. 


) 

) 

) 

) 

)  -2111 


) 

) 


indi  cate. 


o— 


»  *  -  « 

.o’X  pIcTbT 

Hrrr  aa.iAS  oo 


JOOHO  3 


*  JJOH1  ;T  TOOHO0  !:OIH  TOri38-fiOXOTL 

TT 1 3  /L'.0  .L.K-'iO  ' 


-  £S°I  - 


■C.V& 


OS£f- 


Ci'. J 


:  If  I 


»  ,r 

( 

- r  tH  TOinal  —  iiia'* 

- d  iH  -xolnsS 


sss 

121 


:  loiauL  — 


-  ,  1QI  :3o 


. •  - 


#  • 

-  -  *  .  •  »  - 


.  .  *•*  *+  r  r  r* 

-  v.  ...  . 


— --  - 


- - «■;  :H  ttoirujT.— ffevt  soofi 

- .  ;  -  :ja  : 


is  X 


v  xox- 

I3o 

rTr 

- n;:H  TOifrrL  —  flu  icr! 

-  :  .  •: :  io f  -  .  ' 


- .ih  ioXni/1  —  _ 

- if.  to  t  ix® -3 


- i:\  iH  loi x:  T.-S  |e  v eaooH 

- r.'„.iTi  loirrs? 


o^ex  « 


•i.  X  C 


- rl^iH  loirujL  — 

- -  lI . : i -  iOx;:->3 


I  f? 


- d^xH  ioim;L  —  {§ 

«  *•  -  ,  ./  •*-  *  - 


- toifXi/L-j\rev93ooH 

- ;  f  :  '  0  X  -ri ;  3 


. '  j-io o  i&Lwj 


-34- 

SCHOOL  BUILDING  SURVEY 
Explanation  of  Table  No.  29 


A  study  of  this  table  shows  that  if  an  attempt 


were  made 

in  1925  to  accommodate  in  North  Hitoh  School  the  junior  high  schoo 
pupils  from  the  schools  listed  on  Table  No.  22,  .and  the  senior 
high  school  students  predicted  as  an  enrollment  in  this  school, 
as  shown  in  Table  No,  11  rhis  school  would  have  an  enrollment 
of  1765,  which  is  392  more  than  it  can  accommodate  in  a  one- 
session  program.  Similar  interpretations  should  be  made  of  the 
other  figures  for  the  other  schools  and  for  the  years  1927  and 
1930  as  well.  It  will  be  observed  that  grouped  in  this  way  there 
would  be  a  surplus  enrollment  in  1925  of  1190  pupils,  in  1927  of 
1645,  and  in  1930  of  2111  pupils. 


Re-Grouping  the  Schools  Necessary  — 


An  examination  of  Tables  23 


and  29  will 


MX  1 


that 


the 


is 


not  sufficient  space  in  the  three  high  schools  to  accommodate  ami 
of  the  junior-senior  high  school  pupils,  hence  it  was  necessary 
to  regroup  the  schools  so  that  they  might  be  accomrnr'^+-p^ 
still  not  require  the  junior  high  scnool  pupils  to 
than  about  a  mile  to 
in  Table  No.  30  and  is  so 
five  schools  the  number 


both,  who  will  probably 
1927  and  1930. 


t  r  av  e  1  fur  t  h  e  r 

reach  the  school.  This  regrouping  is  shown 
arranged  as  to  show  for  each  of  the 
of  junior  or  senior  high  school  pupils  or 


require 


accommodation  in  the  years  1925 > 


r* 

— O 


SCHOOL  liU  I  L  D  I  NG  SURVEY 

Table  No*  30 


PRODADLE  JUNIOR  AND  SENIOR  HIGH  SCHOOL  ENROLLMENT  IN  FIVE  JUNIOR 

OR  SENIOR  HIGH  SCHOOL  RUILDINGS 


To  North  High  School  — 


Capacity  -  373 


To  New  "'ashington  Irving  » 

Junior  High  1925 


Sabin 

231 

Casady 

205 

Crocker  Q-) 

13s 

Nash 

35 

Given 

55 

Mash .  Irving 

200 

Kirkwood  Q-) 

31 

1925 

1927 

1930 

Junior 

High 

0 

0 

0 

Senior 

High 

-  796 

876 

911 

To  t  al 

79  c 

376 

911 

Junior 

High 

-  S95 

iota 

1122 

Pro] 

:/Osed 

capacity 

-  12 

00 

995 


To  Nest  High  School  — 


Junior  High  students 
1925 

Crocker  (-£-)  133 

McHenry  145 

Franklin  33 

Bird  'Vs)  7£ 

TOO 


To  Junior  High  at  31st  R 

Center  1925 

Kirkwood  (-£-)  79 

Grant  153 

Bird  (J)  ■  79 

Eliiiwood  175 

Greenwood  (3/4)123 

109 


To  Roosevelt  High  School 

Junior  High  students 
1925 

Hubbell  267 

Greenwood  (£)  4-0 

Han  aw  alt  5& 

Perkins  137 

502 


(Junior  High  -  400  400 
(Senior  High  -  791  33 4 
(Total  1191  1234 


400 

911 

1311 


Capacity 


1235 


(Junior  High  -  609 

(Senior  High  -  _ 6 

(Total  '  o09 


64s 

0 

F45 


0 


Proposed  capacity  -  75^ 


(Junior  High  -  502 
(Senior  High  -  565 
(Total  '  lOFf 


593  766 

669  730 

12F7  154^ 


Capacity  - 1310 

(if  the  southeast  wing  is  finished 
the  capacity  will  be  l46l) 


Y»7  'r  7  *?  •'t 


o  •  t  a  T  t  - 


J  0  0  H  3  3 


zo t  ;i  ;r  x  :  u  •:::  ’  v:  or*  )  <  '  or vi  *  ?  u:oHr 

03  .c0ri33  no 


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—66— 


SCHOOL 

COST  OF  REST  SIDE 


BUILDING  SURVEY 
Table  No.  31 

JUNIOR-SENIOR  HIGH  SCHOOL  PROPOSALS 


School 

Funds  to 

Pay  for 

Pupil 

Capacity 

Total 

Cost 

Amt .  Now 
Avail¬ 
able 

Amt .  1 0 

be 

Voted 

North  Des  Moines 

Jr.  High  School 

Building , 

Equipment  & 

Ground 

Development 

1200 

635,000 

300,000 

335,000 

Jr.  High  School 

at  31s'k  &  Center 
Streets 

Building , 

Equipment  & 

Ground 

Development 

750 

375,000 

300,00c 

75,000 

Roosevelt  High 

School 

Site , Du i 1 d— 

ing.  Equip¬ 
ment  and 
Ground 
Development 

* 

l46i 

1,220,000 

i,i64,ooo 

56 , 000 

TOTAL  ‘  :  :  34-11  2,2 30,000:3, 764-, 000:  466,000 

*  •  •  •  • 

•  ♦  •  •  1 


The  normal  capacity  which  has  been  estimated  in  the  previous  con¬ 
siderations  is  1310,  which  can  be  increased  as  previously  ex¬ 
plained  by  finishing  the  southeast  wing  of  the  building.  The 
completion  of  this  wing  will  increase  the  capacity  to  l46l  and 
will  require  about  £4-0,000 .  The  other  $16,000  will  be  needed 
for  equipment  and  ground  development  in  addition  to  funds  al¬ 
ready  available. 


THE  SOUTH  SIDE  SITUATION 


Definition  of  South  Side 


For  the  purposes  of  this  report  the  south  side  will  include 
all  schools  south  of  the  Des  Moines  and  Raccoon  Rivers  except  the 
Jefferson  and  Earton  Schools. 

South  Side  Elementary  Schools  — 

The  needs  of  the  elementary  schools  as  predicted  are  shown 
in  the  following  table  and  explanations: 


SCHOOL 


L  D  I  IT  G 


-37- 

S  U  IE  V  E  Y 


2  U  I 

Table  No.  32 

NORMAL  CAPACITY  AND  PREDICTED  1925  ENROLLMENT 


(l>  (-)  (3)  (4)  (5)  (<) 

School 

normal 
Capacity 
(See  Table 
No.  16) 

Enroll¬ 

ment 

1925 

Over  1$22 
capacity  (-) 
Under  capa- 
ci  ty— no 
si6n 

Additional:  Rooms 

Rooms  :Recom- 

Needed  in  : mended 

1925  •  Tor 

#  : Con- 

: struction 

Park  Avenue 

590 

567 

23 

* 

♦ 

--  •  — • 

Maple  Grove 

— 3T - 

31b 

212 

10  3 

—  j  q: 

howe  * 

Wio 

22 

—  ~i 

-iy 

IO5 

33 

57 

■  .  a 

•  asmngton 

155 

-f53 

2  :  2 - . 

-iCiUnley  * 

3/o 

-p4-  :  2  I  4 - 

A  temporary  building  containing  tv;o  rooms  is  now  in  use  at  this 

s  cnool. 


JL 


J-^C 


Upon  one  room  ior  thirty-five  pupils  or  major  fraction 
on.- -oi  and  determined  cy  the  actual  figures  in  column  4  regard- 
_ess  oi  otner  conditions  Thick  are  shown  in  column' 6  and  explain- 

Explanation  of  Table  No.  32 

1  i0n,this  ,sits  tliere  ar2  three  school  buildings;  an  old  brick 
oui Idmg  -vnich  was  later  replaced  by  a  new  one,  and  a  frame 
tdirg  consi st ing  of  three  rooms.  Although  this  condition 
obtains  and  altnougn  the  old  brick  building  is  not  entirely 
modern,  it  has  been  kept  in  good  repair  and  I  believe  can  be  of 
service  for  two  or  three  years  at  least.  These  three  buildings 
will  accommodate  the  probable  enrollment  in  1925,  at  which  time 
a  decision  snould  be  reached  with  reference  to  the  advisability 
pi  abandoning  the  old  building  and  adding  to  the  new  one  thus 

navmg  a  complete,  modern  building  which  will  be  more  economical 
tocperate  and  maintain.  * 

Maple  Grove  School  — 

ihe  uable  indicates  that  there  will  be  some  available  soace 
in  on  is  s cnool  in  1925  but  in  my  opinion  the  conditions  here"  are 
bucn  as  to  justify  a  four-room  addition.  The  toilet  facilities' 
are  extremely  unsatisfactory  for  a  school  of  this  size,  consist- 
ing  o!  two  small  outside  buildings.  The  school  itself  is  awkward- 
ly  planned  and  ha.s  some  rather  dark  and  small  classrooms.  If  ? 
iour-room  addition  is  made  to  the  north  of  this  buildinw  thus 

conserving  the  playground  to  the  west,  it  would  be  necessary  to 

aall-ay  tnrougn  the  old  part  extending  north  and  south. 

Tms  would  take  away  from  two  rather  small  classrooms  some  of  the 


SCHOOL 


UILDING  SURVEY 


cA  r< 
'OO- 


space  now  used  leaving  a  small  room  on  either  side  of  the  corridor, 
one  of  which  could  be  converted  into  a  boys* 1  toilet  and  the 
other  into  a  girls'  toilet,  both  of  them  being  on  the  first  floor « 

The  classrooms  on  the  second  floor  would  be  affected  in  a 
similar  manner  and  could  be  used  for  some  purpose  until  the  en¬ 
rollment  of  the  school  justifies  the  installation  of  toilet 
facilities  on  this  floor  as  well  as  on  the  first  floor.  This 
would  mean  that  there  would  really  be  very  little  additional 
classroom  space  provided  even  though  a  four-room  addition  is 
built,  but  the  arrangement  would  provide  some  necessities  which 
are  at  the  present  time  much  needed. 

Howe  School  — 

This  is  one  of  the  rapidly  growing  communities  on  the  south 
side  and  the  school  is  now  using  a  two-room  temporary  building  * 

For  this  reason  and  because,  as  I  have  said  before,  it  isnnot 
easy  nor  even  economical  usually  to  construct  only  two  or  three 
rooms,  X  am  recommending  a  four-room  addition, 

Ely  School  — 

This  is  a  small  outlying  frame  building  but  will  need  no 
additional  speice. 

Washington  School  — 

This  building  will  require  just  about  two  rooms  of  additional 
space  in  1925  and  because  of  the  recommendation  for  the  Howe 
School  and  the  one  just  below  for  the  McKinley  School,  X  believe 
it  advisable  to  try  to  work  out  a  plan  at  this  school  which  will 
make  possible  only  a  two-room  addition.  Careful  study  should  be 
gven  to  this  particular  problem  to  ascertain  whether  or  not 
the  two  rooms  can  be  properly  located.  This  is  one  of  the  schools 
which  is  very  urgently  in  need  of  some  additional  playground  space. 

McKinley  School 

The  table  indicates  that  this  school  will  have  an  excess  en¬ 
rollment  of  5^  pupils  in  1925,  and  since  .-.it  is  now  using  one  of 
the  two-room  temporary  buildings,  I  have  recommended  a  four-room 
addition. 

The  Junior  and  Senior  High  School  Situation 

I  have  predicted  that  by  1925  the  number  of  seventh,  eighth 
and  ninth  grade  pupils  indicated  opposite  the  schools  below 
will  require  accommodation; 


SCHOOL 


-29- 

3  U  I  L  D  I  I  G  SURVEY 


Group  6  — 


Park  Avenue 
Map Is  Grove 
Howe 

Ely 

Washington 

McKinley 


) 

) — 7th,  oth  and  9  th  grade  pupils 
}  in  1925  - 740  (See  Table  No. 7) 


The  Senior  High  School  Students  — 


There  will  he  in  September  1925,  according  to  tne  predictions 
(See  Table  No.  15)  297  pupils  in  grades  10,  11  and  12,  living 
on  the  south  side  and  desiring  accommodation  in  the  Lincoln 

High  School* 


Total  Junior  and 


Senior 


to  Be- Accommodated  in 


High 


School  Students 


^5  — 


Junior  High  School  — - - 

Senior  High  School  - 

Total 


740 

221 

1037 


The  capacity  of  the  Lincoln  High  School  as  it  stands  (See 
Table  No,  17 )  is  1326,  which  should  be  sufficient  to  accommodate 
aid  junior  and  senior  high  school  pupils  until  about  1928  or 
1929  unless  there  is  an  unprecedented  increase  in  attendance* 

The  prediction,  however,  recognises  the  probability  of  an  un¬ 
usually  rapid  increase  in  high  school  enrollment  in  this 
section  of  the  city  during  the  next  few  years. 


Cost  of  Completing  Lincoln  High  School  — 

There  was  voted  for  this  school  in  1918  and  in  1920  a  total 
of  $750,000.  Ponds  already  sold  plus  the  premiums  equal 
£510,947*60.  Through  the  sale  of  buildings  on  the  site  this 
fund  has  been  augmented  by  $5  >5^3 *50*  The  total  of  funds 
available  to  date,  therefore,  is  £516, 4-71. 18  leaving  $260,000 
in  bonds  to  be  sold.  Estimating  that  there  will  be  secured  a 
$5 , 000,00  premium  on  these  bonds,  the  grand  total  of  the  sum 
available  for  this  building  is  $721,4*71  *12*  Up  to  date  contracts 
let  and  other  obligations  incurred  equal  a  total  of  approximately 
$827,000  without  any  provision  beinf;}  me.de  for  equipment  and 
for  the  ground  development.  I  am  estimating  that  a  sum  of 
$20,000  will  be  needed  for  these  two  purposes  which  I  have  added 
to  the  $827,000  producing  a  total  of  $907*000.  The  difference 
then  between  the  funds  available,  roughly  $761,000,  and  the 
funds  needed  is  $126,000  which  on  the  basis  of  this  estimate, 
it  will  be  necessary  to  secure  through  the  sale  of  bonds 
authorized  by  vote  of  the  people  next  March. 


Y  3  V  B  U  8 


J  0  0  H  0  3 


'  :>  I 


Li.  -  %0 1  a  ni  Y C-*  (5^  *oM  sXdrT  *38) 


m  iojfTrI>  IrJ oT 


>odc  xUiH  toiatsX, 
lobrio?  loirrsS 


CJ  I  A£  3  :  :- 1 4  C  B i  £  I If  £  j. 


lof'  :r  ^  .mom  tiq.-'x  YXJjBU2tr 


.  . 

t<az  it  r: o  xrtma-j-i  OOfOOO,?-; 

O-  c.  •  <•-.« ♦  i  '  ,'iy  <  i  XJbX  x  -  t  x  i  0 It:\sXi£V£ 

vl x  - ;  ic  i  Oi.  -.a  a.  £*  .  oir  v  -  y;  tood  xr  00C % ^ 

yr  J  :t  i.u  I  *;f.  r.  Xiic/oig  ecit  ic: 

eor 


.  *v-  o  ■  ■;  r  .>  > irlw  >  4  S\  5  r. x  i  't°orf  si  rr;> 

ea  rlqosq  eds  ro  oitov  ycf  JbasiiodJx/is 


West  Twelfth  Street -  - _  East  Ninth  Street 


CHART  NO.  7 

Basis  for  determining  size  of  Elementary 
and  Junior  High  Schools 


Cleveland  Avenue 


In  'this  area,  which  is  i*  of 
a  circle  with  a  radius  of 
7/8  of  a  mile,  there  lived 
318  children  of  junior 
high  school  age  in  June 
1922. 


7i  Gra 


-r£*Qnue 


8. 

In  this  area, 
which  is  jr  of  a 
oircle  with  a  radius 
of  7/8  of  a  mile,  there 
lived  295  children  of 
junior  high  sohool  age 
in  June  1922. 


University  Avenue 


SCHOOL  BUILDING 


S  U  R  V  E  Y 


ULTIMATE  SIZE  OF  SCHOOLS 

In  selecting  sites  and  preparing  plans  for  school  buildings 
so  that  they  may  be  enlarged  with  the  greatest  economy  and  at 
the  same  time,  even  before  additions  are  made,  provide  the 
maximum  of  educational  efficiency,  it  is  essential  to  know  what 
is  likely  to  be  the  ultimate  size  of  the  school,  A  study  was 
conducted  to  secure  some  facts  bearing  upon  this  problem  the 
results  of  which  are  illustrated  in  Chart  No,  7 • 


The  census  figures  prepared  in  July  1922  were  obtained  and 
i  fid  for  the  two  districts  shown  in  the  chant,  one  on  the  ea 


studied  for  the  two  district 
side  and  one  on  the  west  side  of 
one  being  a  quadrant  of  a  circle 


one 

the  Des  Koines  River 


on 
and 


east 
each 

_  _ o  ^ _  _  „  _ whose  radius  is  7/oths  of  a  mile 

and  located  in  districts  which  are  largely  residental.  It  will 
be  observed  that  in  the  quadrant  on  the  east  side,  which  has  as 

- -j  — -U-J  ar0aS  of 

-  _  .  -o 


a  radius  the  standard  adopted  for  the  areas  of  junior  high 
schools,  there  lived  last  June  315  children  of  junior  high  school 
age,  the  ages  of  these  pupils  ranging  from  thirteen  to  fifteen 

—  «  rt  it  l  A  • 


inclusive 
number  of 
which  the 
number  of 
purposes, 
territory 
side  of  th 


secured  similar 


In  a  complete  circle  there  would  be  four  times  thi 
children  or  1272,  We  ascertained  also  the  extent  to 
territory  had  been  completely  populated,  that  is,  the 
lots  or  the  amount  of  land  still  available  for  building 
and  it  was  found  that  in  this  area  only  71$  °1 
was  occupied,  -  The  quadrant  of  the  circle  on  the  west 
e  river  provides  practically  the  same  situation. 


\7p 


ngures 


for  elementary  school  children* 


Based  upon  these  figures  I  have  assumed  that  when  these 
territories  or  others  of  equal  size  in  the  city  are  quite  thorough¬ 
ly  populated  even  without  a  large  apartment  house  development, 
and  when  the  actual  district  lines  for  a  school  centering  in 
such  a  circle  are  drawn  along  the  streets  which  will  add  some 
territory  at  the  four  corners,  there  will  be  at  least  1S00  pupils 
of  junior  high  school  age  and  approximately  1200  of  elementary 
school  age  attending  school  from  such  a  district. 


These  predictions  are  surely  sufficiently  accurate  to  show 
that  no  junior  high  school  should  be  planned  even  though  only  part 
of  it  is  built  at  the  present  time  which  cannot  easily  be  ex¬ 
tended  to  a  school  with  a  capacity  of  at  least  1000  pupils  and 
even  more,  and  that  elementary  schools  should  be  so  planned  that 
they  may  be  enlarged  and  ultimately  house  at  least  1200  children. 


It  would  be  easy  with  a  problem  of  this  kind  to  erect  an 
elementary  school,  for  example,  with  a  capacity  of  1200  and  have 
the  maximum  of  harmony  in  the  arrangement  of  all  the  rooms,  their 
character,  size  and  equipment,  so  that  the  most  efficient  education 
al  program  can  be  carried  out.  But  to  have  the  same  kind  of 
educational  efficiency  requiring  special  rooms  such  as  auditoriums, 
lunch  rooms, -gymnasiumns,  etc,  in  use  constantly,  the  problem  be¬ 


comes  increasingly  difficult  just  in  proportion  as 


the  school1 s 
arises  in 


enrollment  is  smaller  than  1200,  The  same  problem 
connection  with  junior  or  senior  high  schools,  r’e  have,  however, 
sketched  some  plans  which  the  Board  has  approved  and  which  I  think 
will  accomplish  this  purpose,  These  plans  for  elementary  schools 
are  of  two  types,  —  the  one  is  represented  by  the  Elmwood  a.nd  rallae 


school  additions  and  the  other  by  the  Adair, s  and  Monroe 


buildings . 


-  91- 


SCHOOL  BUILDING  SURVEY 
COST  OF  ALTERNATIVE  BUILDING  PROGRAMS 

Table  No.  33 

The  Complete  Proposed  Building  Program 

EAST  SIDE 


Elementary  Schools 


Item 

No. 

School 

fluids  to 

Pay  for 

No . 

of 

Rms 

To  be  " 

Start¬ 
ed  and 
Com¬ 
pleted 

Total 

Cost 

Amt .  now 
Available 
(Bonds 
author!  sea 
or  sold) 

To  be:  Totals 
Vcted: 

. 

* 

• 

I 

Bdto'we 

Add.  & 

Equip « 

■~tr* 

Tall — 

1923 
Jan. 

1924 

55»oo0 

■.■»*<> 

$5, 000 : 

m 

• 

• 

% 

• 

5 

Phillips 

- n - 

b 

- n - 

'  75,000  . 

*=.  •»*»  mm 

75, 0CO : 

L 

brooks 

'  ■  *  ii 

6 

- [f- - - 

75,000 

— 

75,000:“ 

4 

New 

Uhittier 

New. Bldg 

Equip . 
Ground 
Develop . 

4 

It 

6o,ooo 

4o,ooo 

• 

aopoo: 

* 

• 

♦ 

% 

5 

Adams 

ii 

T~ 

- n - 

55,000 

40,000'  “ 

25,000: 

6 

Wallace 

Equip . 

— 

Of ,  000' 

S57000 

7,  floor 

7 

TOTAL 

— 

24 

4i7,o'oo " 

i6o,ooo~ 

257,cooa57,od'c 

Junior  High  Schools 


Pupil 

Cap. 


£724"’  K 

Univ , 

Bldg'. ,  :  :Tall’ 

Equip. &  0200:1923 
Ground  :  : Sept . 
Develop,?  :1324 

635,000 

300,000 

• 

335,CCO : 

♦ 

0 

0 

f 

$ 

K'.i4"  'a; 

Univ , 

'  V  ! 

"  0200:  " 

635,000 

if 

100,000 

tr 

535,00: 

10 

TOTAL 

—I . '2400 

-  ■  '■  •-  -  V—.,.  .. - 

1,270, o'flo 

400,000 

870,00:670,000 

#  Voted  in  1920  lor  addition  to  the  Amos  Hiatt  School. 


HIGHLAND  park  DISTRICT 


Elementary  Schools 


11 

:  Add . ,  '1 

Cattell  : Equip. & 

: Alter- 
: at ions 

4 

' 

Tin — 

1923  « 

Jan  ♦ 

1924 

70,000 

- - 

70,000 

12 

: Add .  & 
Saylor  :  Equip. 

4 

H 

45,000 

_ 

45,000 

13 

: Add. , 

Oak  Park: Equip. & 

;  Alt. 

6 

It 

90,000 

- 

90,000 

l4 

TOTAL  :  - 

14 

205,000 

205000 

205,000 

Y  :  V  O  3  0  K  I  (I  il  toe  J00HD2 

ei:&,  dom  o&iajius  rvmtftorrjA  tsoo 

RlcijOi1!  ^niJbl ii/a  be aoqa*5  sisIqaoO  eriT 

:a  i  3  t  8  a  i 


:  ©J  :oi  eBm/f: 

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j  L  1  ,f  ‘-  - . - r-  — ' — r-rr — in  ■*■■  ■ — 

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• 

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.  :  •  ‘ 

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I  -Of  i.'.  ‘10j  TUl 


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no  it  tabs  xo't  OSPI  ni  tsio 


••  o  '  x  x  a  :  a  ^  a  ti  ■.  j  h 

.  ..  —  —*-•■*-  ■—  -  ■*“  ■-  n-*  ^ 1 r‘- 


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• 

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,  i; : 

lie  t:  :J  :  X 

-'xeXIA : 

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« 

■  :  3 

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•  a  :  tT  : 

-  92- 


SCHOOL  E  0  I  1  B  I  II  C  SURVEY 
HIGHLAND  PARK  DISTRICT  (Cont'd.) 


Junior  High  School 


Item 

No , 

School 

Funds  to 
Pay  for 

Wo . 

of 

Rms 

To  be 

Start¬ 
ed  and 
Com¬ 
pleted 

Total 

Cost 

Amt .  now 

Available 
(Bonds 
authorise! 
or  sold) 

:  To'  be 

r.  Voted 

TotaL"  s'” 

15 

Ovid  & 

Cornell 

Street 

Bldg. , 
Equip . & 
Ground 
Develop, 

“Gap" 

900 

Fall 

12?3 

Sept . 
1924 

500,000 

300 , 000 

20QC00 

200,000 

HE  S  T  SIDE 

Elementary  Schools 


16 

: Sabin 

Bldg. , 
Equip,  & 
Alter , 

4 

w 

65,00c 

— 

65, COO: 

17 

:  Nash 

Bldg,  & 

Equip . 

4 

n 

55>ooo 

-  ,  , 

55,000: 

IS 

: Casady 

Bl  dg ,  , 

Equip . d 
Alter  „ 

4 

11 

60,000 

— 

60,000: 

19 

: Hubbell 

“Bldg .  S- 

Equip , 

4 

ti 

55,000 

40,000 

15,000: 

20 

: Green- 
:  wOOd 

Bldg . , 
Equip . & 
Alter . 

2 

ti 

30,000 

— 

30,000 : 

21 

} 

\  Perkins 

Bldg .  & 

Equip . 

2 

11 

25,000 

5,000 

20,000: 

T22 

:  Hi  ce 

it 

2 

11 

25',oo'o 

— 

25,000: 

23 

: Monroe 

Bldg . , 

Equip. d 

Ground 

Develop, 

4 

11 

65,000 

40,000 

25,000*! 

« 

24 

:  TOTAL 

26 

380,000 

"85";o'o0 

2r5(E6s295,OCO 

Junior  High  Schools 
Cap  • 


25 

“North 

Des 

Moines 

->'l  d[i,  .  , 

Equip. & 

Ground 

Develop, 

1200 

ti 

635,000 

300,000 

• 

335,000: 

• 

• 

<» 

• 

26 

5l3t  '& 

Center 

11 

750 

it 

375,000 

300.000 

• 

75,006: 

27 

TOTAL 

— 

— 

1,01.0/000 

bOO  ,000 

MdOyXO:  4l0  Mo~ 

High  School 


•  1  *  S  i  t  e  •  •  •  "  *  .  .  sit  • 

2S  :Roooevelt :  Bldg  *  :  *  !l, 2 20,000  *1,164,000  :  56,000:  56,000 

:  : Equip. &  :  :  :  :  :  : 

: _  ;  Gr ,  Dev  , :  : _ : _ : _ : _ ; 

^  To  complete  purchase  of”  equipment ,  finish '  southeast  wing  and 
develop  grounds. 


1.  •  ’iaaO)  ?- r  TSJ  ;  >  <1  CM.  r  '* *  ' 


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•  r.tnxroii)  qulsveb 


-  93~ 


SCHOOL  BUILDING  SURVEY 
SOUTH  SIDE 


Elementary  Schools 


item 

No. 

School 

Fluids  to 

Pay  for 

# 

W7 

of 

Rms 

To  be 

Start¬ 
ed  and 
com¬ 
pleted 

Total 

Cost 

Amt .  now 

Available 
(Bonds 
authorised 
or  sold) 

To  be 

Voted 

Totals 

29 

Maple  Gr 

Bldg . , 

Equip, 
Alter . 

4 

Fall 

1923 

J  an, 

1924 

65,000 

— 

6  5 , 000 

30 

Howe 

Bl dg  «  8c 

Equip . 

4 

n 

55*000 

55*ooo 

31 

Washing¬ 

ton 

Bldg. , 
Equip ,  & 
Alter . 

2 

u 

30,000 

— 

30,000 

32 

McKinley 

Bldg, , 
Equip ,  8c 
A1  ter. 

4 

11 

60,000 

— 

60,000 

33 

TOTAL 

— 

14 

210,000 

— 

210,0  00 

210,06c 

High  School 


3^ 

Lincoln 

Sits , 

Bldg., 
Equip ♦ & 
Ground 
Develop . 

907,000 

761,000 

- * — 

126,000 

126,000 

35 

GRAND 

TOTAL 

2,629,00' 

*  To  complete  general  contract,  purchase  equipment 5  and  develop 

grounds . 


Alterative  Building  Programs 

The  alternative  programs  presented  "below  are  proposed  for 
one  purpose  only,  namely,  to  suggest  plans  whereby  certain  ex¬ 
penditures  may  be  postponed.  The  fact  that  the  alternatives 
provide  merely  for  a  postponement  of  expenditures  should  be 
emphasised.  They  will  not  suggest  a  means  of  entirely  avoiding 
the  expenditures  which  must  sometime  be  made. 

I  believe  the  comprehensive  school  building  plan  illustrated 
in  the  charts  and  discussed  in  detail  in  this  report  represents 
a  sound,  educational  and  financial  policy  and  should  be 
systematically  and  c onsistently  executed  regardless  of  dates  of 
beginning  or  completing  it.  Believing  this  there  can  be  only 
the  one  reason,  as  suggested  above,  for  proposing  alternatives, 
The  whole  proposition,  however,  is  like  the  old  saying,  nOne 
cannot  have  the  cake  and  eat  it  too’*.  We  cannot  adopt  any  of  the 
following  alternatives  and  at  the  same  time  have  the  educational 
advantages  which  would  accrue  from  the  adoption  of  the  Proposed 


-K  - 


V!  TO  P  3  H'n  J  m  J  0  0  H  0  3 


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94 


SCHOOL  BUILDING  SURVEY 


Program.  Another  point  to  be  mentioned  is  the  fact  that  the 
financial  considerations  involved  in  the  following  alternatives 
will  much  more  nearly  approach  a  mere  postponement  of  immediate 
expenditures  than  an  ultimate  saving. 


As 


a  general  rule  in 


the  cost  of  ultimate 


large  and  enduring  institutions,  whether  public  or  private, 
seems  to  me  it  is  the  ultimate  result  that  should  determine 
policy  and  practice.  An  immediate  saving  at 
increased  expenditure,  however,  is  sometimes  necessary  as  an 
expedient  to  be  used  in  the  presence  of  peculiar,  temporary  con¬ 
ditions.  It  is  at  this  point  that  your  judgment  as  the  elected 
representatives  of  the  people  is  of  indispensable  value  and  you 
may  regard  it  as  advisable  to  resort  to  such  an  expedient  at 
the  present  time.  For  this  reason  I  have  arranged  for  your 
consideration  these  various  alternatives  grouping  them  in  the 
descending  order  in  which  they  provide  educational  advantages  and 
entail  immediate  costs.  The  Proposed  Program  provides  the  best 
educational  advantages  to  the  largest  number  of  pupils,  is  the 
longest  step  forward  toward  the  completion  of  the  basic  plan  for 
the  city  in  general,  and  requires  the  largest  immediate  ex¬ 
penditure.  Alternate  No.  1  reduces  the  educational  advantages, 
diminishes  progress  toward  the  ultimate  plan,  and  decreast 
cost,  etc.  Any  one  of  them  or  certain  combinations  which  mx6i 
be  made  would  be  a  step  in  the  direction  of  the  ultimate  plan 
but  the  more  the  departure  from  the  Proposed  Program  the  less  the 
immediate  cost,  the  fewer  the  educational  advantages  to  the  pupils, 
and  the  more  the  administrators,  supervisors,  principals  and 
teachers  will  be  required  to  spend  time  and  energy  in  making  as 
efficient  as  possible  conditions  which,  because  of  congestion, 
relatively  inadequate  and  improper  facilities  and 


t  h  ° 

l>  X  I  W 


the  necessity 


oi 


resorting 


tc  makeshifts,  will  be 


quite  unsatisfactory. 


The  adoption  of  the 
the  following  results: 


Proposed  Building  program  will  bring 


1.  It  will  remove  practically  all  children  from  poorly 
ventilated  and  lighted  basement  rooms,  over-crowded 
classes,  temporary  buildings,  and  hallways,  alcoves, 
etc.  which  are  entirely  unsatisfactory  for  instruction¬ 
al  purposes. 


2.  It  will  provide  all  of  the 


3 uni or 


h i nh  sc ho o 1  s pace 


that  will  be  needed  until  1930,  wit 

dition  to  the 
and  driver si tv  about  1927. 


h  th 


of  a  small  addition  to  the  school  at  East 


exception 

Fourteenth 


It  will  also  provide  all  of  the  senior  higl 
space  needed  until  at  least  1930,  if  in 
al  provisions  for  physical  education  are 


school 
addit  io: 
made  at 


East,  West  and  North  High  Schools  and  for  industrial 
education  at  the  East  and  "Vest  High  Schools. 


-95- 


SCHOOL  BUILDING  SURVEY 

4.  It  will  give  all  high  school  pupils  each  day  a  full 
day  of  instruction  rjid  guidance  instead  of  a  half  day, 

5.  It  will  make  available  in  1^25  to  approximately  635^ 
junior  high  school  pupils,  4233  in  grades  7  and  8, 
and  2117  in  Grade  9>  ns  well  as  to  4374  senior  high 
school  pupils,  (the  actual  attendance  will  reach 
these  numbers;  modern,  well  equipped,  sanitary 
buildings  with  the  special  features  such  as  libraries, 
auditoriums,  lunch  rooms,  gymnasiums  and  pools,  which 
are  of  such  great  importance  as  influences  in  the 
lives  of  the  pupils  during  these  precarious  years, 

6*  It  will  render  mare  nearly  equal  than  ever  the 
educational  opportunities  throughout  the  city, 

7*  It  will  be  a  good  beginning  on  a  definite  and  per¬ 
manent  building  program  looking  toward  a  well 
balanced  and  democratic  development  of  the  entire 
school  system  backed  by  a  policy  of  economy  in 
operating  expenses. 


8  * 


It  will  do  away  with  nearly  all  makeshifts  -which  have 
been  resorted  to  in  the  past,  (largely  during  the 
war  days,  to  meet  emergencies)  thus  starting  the 
operation  of  a  policy  of  erecting  only  permanent, 
modern  and  sanitary  buildings  and  also  eliminating 
a  source  of  excessive  maintenance  costs. 


SCHOOL 


BUILDING  SURVEY 


Alternate  Number  One 


All  Item  Numbers  and  Schools  refer  to  corresponding  records 
in  Table  No*  33  headed  "The  Proposed  Program"  and  the 
Recommendations  indicate  the  ef  feats  of  this  Alternate  on  that 
Program* 


1 1  em 

No* 

School 

Re  commen¬ 

dation  ,■ 

Specific  Results  of 

R  .3  c  0  name  n  da  t  i  on 

Reduction  in 

Immediate  Cost 

4 

New 

Uhi t tier 

Postpone 

until  1925 

1*  Inconveniences  a 

number  of  pupils  liv¬ 
ing  northeast  of  the 
present  site, 

'2*  Retards  development  of 
program  to  care  for 
■  exceptional  children. 

$60 ,000 
(^4-0,000  of 
this  has  al¬ 
ready  been 
voted) 

9 

Jr.  High 
School-E 
l4H  & 
Univ  ♦ 

Reduce  its 

capacity 
1200  to  - 
S4o 

1,  Continue  the  old  Amos 

Hiatt  School, 

2,  Provides  classrooms 
only  at  this  location 
thus  making  impossible 
the  activities  re¬ 
quiring  the  use  of 
physical  education 
rooms,  auditorium,  shoa 
and  cafeteria, 

3,  See  explanations  under 
East  Side  Situation, 

$255,000 

15 

Jr,  High 

School 
at  Ovid 
and  Cor¬ 
nell  Sts 

Reduce  its 

capacity 
from  900 
to  64-0 

1,  Provides  classrooms 

only  thus  making  im¬ 
possible  the 
activities  requiring 
the  use  of  physical 
education  rooms, 
auditorium,  shops  and 
cafeteria. 

$160,000 

Total  reduction  in  Immediate  Cost 


§515,000 


Since  £4-0,000  for  Item  No*  4-  has  already  been 
voted,  this  should  be  subtracted  to  find  the 
amount  of  reduction  in  the  bonds  to  be  voted 
which  is - - - - 


4o,oco 

$4-75,005' 


Deducting  $4-75,000  from  the  total  of  bonds  required  under 
the  Proposed  Program,  we  he.ve 

£'2,629,000  -  New  bonds  required  for  Proposed  Program 
475,000  -  Reduction  under  Alternate  No.  One 
£2,154,060  -  Bonds  required  for  Alternate  No.  One 


■c  ? 


'  a  it  r> 

*  4  W 


o  Vi  x  u  ii  i  u  s  j  o  o  h  o  a 

■ 

• .  ■  •  • 


-  — - T  ~  —  •  - 

;r'  .  ’  c  .  ix 
.  .  ■.  r..  v 

75  :  -rre^'foosR : 

•  X  w  . 

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(  :  - 

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. 

. 

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O-'.r 

—-1-  ;-Tr- 


-97- 


SCHOOL  BUILDING  SURVEY 

The  adoption  of  this  alternate  will  leave  housing  capacity 
for  the  pupils  in  1925  hut  under  the  disadvantages  indicated. 

To  continue  with  progress  toward  the  ultimate  plan  additional 
bonds  will  have  to  be  voted  in  the  spring  of  1925,  or  1926  at 
the  latest. 


Alternate  Number  Two 


All  Item  Numbers  and  Schools  refer  to  corresponding  records 
in  Table  No,  33  beaded  "The  Proposed  Program"  and  the 
Recommendations  indicate  the  effect  of  this  Alternate  on  that 
Program. 


Item 

No, 


Specific  Results 

Recommendation 


To  : Reduction  in 


School 


New 

Unit tier 


Recommen¬ 

dation 


Postpone  r 

until  1925 


Immediate 


Cost 


4 


inconveniences  a  : 
number  of  pupils  liv¬ 
ing  northeast  of  th 
present  site. 

Retards  development 
of  program  to  care 
for  exceptional 
children. 


$60,00 0 

($40,000  of  this 
has  already  been 
voted) 


Jr.  High 

School 
E , l4th  & 
Univ . 


Reduce  its 

capacity 
from  1200 
to  o4o 


3. 


Continue  the  old 

Amos  Hiatt  School. 
Provides  classrooms 
only  at  this  loca¬ 
tion  thus  making  im¬ 
possible  the  activi¬ 
ties  requiring  the 
use  of  physical  ed. 
rooms,  auditorium, 
shops  and  cafeteria. 
See  explanations  under 
Ea,st  Side  Situation. 


$295,000 


H educe 

capacity 
fromt  900 
to 


its 


1 .  Provi  de  s  '  c  l  as  s~r  0  0  m  s 

only  thus  making 
impossible  the 
activities  requiring 
the  use  of  physical 
education  rooms, 
auditorium,  shops  & 
cafeteria. 


15 


Jr,  High 

S  ch .  at 
Ovid  and 
Cornell 
Streets 


S4o 


$160,000 


1 .  According  to  Table 

No.  30  there  will  be 
995  pupils  in  this 
school  in  191 25‘  This 
recommendation  would 
require  the  transfer 
of  155  pupils,  77  of 
whom  might  be  accommo 
dated  in  North  High  : 
School  and  the  other: 
75  in  West  High,  thus 
filling  to  capacity  ; 
these  two  schools.  : 


25 


New 

Wash . 

Irv.  Jr, 
High  Sch 
North 
Des  Moines 


Reduce  its 

capacity 
from  1200 
to  g4o 


•r  -*• 

T  •* 


t 


i  ~ 


*.  f  *  — 


;  v  r 


-i 


*  *  ; 


o 


SCHOOL  BU 


-9& 


I  L  DING  SURVEY 
A1 1 e rn at s  Number  Two- Con t ' d . 


Item 

No. 


School 


He common- 

dation 


'Sped li  e"  iie sul t s  to 
R  e  cornmen  dat  i  on 


Reduction  m 

Immediate  Cost 


23 


Roosevelt 

High 


Postpone 

finishing 

interior 

OI  SOUth 

east  wing 


3* 


Provides  classrooms  only 

thus  making  impossible 
the  activities  requiring 
the  use  of  physical  ed. 
rooms,  auditorium,  shops 
and  cafeteria. 


$>295,000 


Under  the  above  con¬ 
ditions  the  school  could: 
operate  until  the  fall  of 
1926  wh en  an  addi t i on 
consisting  of  physical 
education  rooms,  auditorium, 
etc.  would  have  to  be 
ready  for  occupancy.  It 
would  have  to  be  start¬ 
ed  in  the  early  spring 
of  1926 . 


1.  The  school  could  house 
its  enrollment  until 
about  1927  hut  there 
would  not  be  available 
for  use  the  girls*  gym. 
and  locker  room  for  the 
pool,  a  room  for  correc¬ 
tive  gymnastics  (called 
remedial  room) ,  the  Health 
dept. ,  and  the  biological 
laboratories.  (See  explan¬ 
ations  under  Roosevelt  : 
High  School  given  above.) 


§40,000 


To 


tal 


reduction  in  Immediate  Cost  -  $350,000 


Deduction  of  $40,000  for  reasons  explained  under 


lternate  No.  One 


Reduction  in  total  amount  to  be  voted 


40,000 

$310,000 


Deducting  $310,000  from  the  total  of  bonds  required  under 
the  Proposed  Program  we  have 

J2, 629 ,000  -  New  bonds  required  for  Proposed  Program 
£>10 ,000  -  Reduction  under  Alternate  No.  Two 
vl, 319,000  -  New  bonds  required  for  Alternate  Number  Twc 


? 


I  -99- 

SCHOOL  OUILDlNG  SURVEY 
Altein ate  Number  Tw o-Cont 1 d » 

The  adoption  of  this  Alternate  will  leave  housing  capacity 
for  the  pupils  in  19-5  hut  under  the  disadvantages  stated, 
which  are  greater  than  those  of  Alternate  Number  One.  To  con¬ 
tinue  necessary  progress  toward  the  ultimate  plan,  additional 
bonds  will  have  to  be  voted  in  the  spring  of  1925  or  1926, 

Alternate  Number  Three 

All  Item  Numbers  and  Schools  refer  to  corresponding  records 
in  Table  No.  33  headed  "The  Proposed  Program"  and  the 
Recommendations  indicate  the  effect  of  this  Alternate  on  that 

Program , 


Item 

No. 

School 

He  commen¬ 

dation 

Specific  Results  to 

R e  commendat ion 

Reduction  jn 

Immediate  Cosr 

*T“ 

New 

Fhittier 

Postpone 

until  1925 

(Same  as  Alternate  No.  One 

$60,000 

$ 

Jr .  High 

School 

E .  14"  & 
Univ ♦ 

'Reduce its 

capacity 
from  1200 
to  54-0 

(Same  as  Alternate  No.  One 

$295,000 

15 

Jr*  High 

School 
at  Ovid 
and  Cor¬ 
nell  Sts 

Reduce  its 

capacity 
from  900 
to  54-0 

(Same  as  Alternate  No.  One 

$160,000 

25 

New  Hash 
I rv ,  Jr . 
High  Sch 
North 

Des  Koine 

Reduce  its 

capacity 
from  1200 
to  54-0 

D 

(Same  as  Alternate  No.  Two 

$295,000 

do 

Roosevelt 

High 

Postpone 

finishing 
interior 
of  south 
east  wing 

(Same  as  Alternate  No.  Two 

t 

$40,000 

2,3, 

12, 

13. 

16, 

30, 

32 

Phillips 

Brooks 
Saylor 
Oak  Park 
Sabin 
Howe 

McKinley 

Continue 
to  operate 
the  two- 
room 

temporary 
buildings 
located  on 
these  sites 

This  would  require  that 
about  4-90  children  continue 
to  use  these  buildings. 
There  would  be  some  cost  ij 
volved  in  shifting  the 
location  of  some  of  them  oi 
the  sites  in  order  to  make 
space  for  the  smaller  per¬ 
manent  addition  that  would 
be  necessary  which  could 
then  be  reduced  somewhat 
in  size. 

1- 

1  £60 „ 000 

-100- 


SCH00L  BUILDING 

A1 1 3 mats  Number  Thr e  e- 


SURVEY 


Cont 1  d. 


Tt 


Reconn.en- 

dation 


"Sp  e  c i  i  i  c  Results  to 

Re  commended i on 


em: 

No . : 


School 


All  : All  Slem: 

Elem:  sntary  : 
entary  School: 
Sch , :  Additions: 
AdditProposed: 
ions 
Pro¬ 
pos¬ 
ed 


Reduce  by 

50 %  the 
amount  of 
space,  or 
"number  of 
rooms"  pro¬ 
posed  and  : 
add  the  : 
other  50 1°  t 
in  1925  ! 


TI  This  would,  of 

course,  relieve 


some 

of  the  congestion  but 
it  would  provide  cnly 
half  the  space  that 
is  really  needed.lt 
would  require  all 
rooms  to  barry 
heavier  enrollments 
while  some  would  be  : 
mu ch  o v ercr 0 w ded«  1 1  i 
would  also  force  the! 
continued  use  of  : 

many  rooms  which  are: 
not  suitable.  : 


1 


Reduction  in 

Immediate  Cost 


§4oo,oco 


2,  Because  many  of  the  : 
additions  proposed  : 
consist  of  four  and  : 
six  rooms,  it  would  : 
be  difficult  and  ex-: 
pensive  to  build  two: 
and  three -room  : 

additions  and  then 
in  two  or  three  years 
do  an  equal  amount  of 
work. 


Total  Reduction  in  Immediate  Costs  -  $1,310,000 


Deduction  of  $40,000  for  reasons  explained 


under  Alternate  Number  One  -  40,000 

Reduction  in  Total  amount  to  be  voted  -  $1,270,000 


Deducting-  the  $1,270,000  from  the  total 
of  new  bonds  required  under  the  Proposed 
Program  we  have 

$2,629,000  -  New  bonds  required  for  Proposed  Program 
1 ,270 ,000  -  Reduction  under  Alternate  Number  Three 
$1 , 359,000  -  New  bonds  required  for  Alternate  Number  Thr 

The  adoption  of  this  alternate  will  produce  more  serious 
educational  disadvantages,  will  require  more  makeshifts  which  in 
the  end  are  expensive,  and  will  require  a  larger  bond  issue  in 

1925  or  1926. 


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-101- 


SCH00L  BUILDING  SURVEY 

Alternate  Number  Four 

All  Item  Numbers  and  Schools  refer  to  corresponding  records 
in  Table  No.  33  headed  “The  proposed  Program”  and  the 
Recommendations  indicate  the  effect  of  this  Alternate  on  that 

program. 


Item 

Ivo. 

Schools 

Re comm en- 
dt?  tion 

Specific  Results  to 
reco mme  nda tion 

Reduction  in 
Immediate  Co si 

4 

New 

Whittier 

Postpone 
until  1925 

(Same  as  Alternate  No. One; 

$60 , 000 

9 

Jr.  High 
at  East  . 
14 ,T  .  and 
Univ. 

Postpone 
until  1925 

This  would  require  the 

7  th,  8  th  and  Sth  prrade 
pupils  from  this  districi 
to  go  to  Erast  High  where 
the  two-session  nr oar am 

V.  - 

would  have  to  continue. 

$635,000 

15 

Jr. High 
School  at 
Ovid  and 
Cornell 
Streets 

Reduce  its 
capacity 
from  900 
to  840 

(Same  as  Alternate  No .One 

% 

• 

s)  $160,000 

25 

Jr.  High 
in  North 
Des  Moines 
(Wash. 

J  rving) 

Postpone 
until  1926 

' 

The  7th,  8th  and  9th  grade 
pupils  would  have  to  go  : 
to  North  High  School  :  15635,000 

where  the  two-session  : 

urogram  would  continue  : 

28 

Roosevelt 

High 

Postpone 
f ini shi ng 
interior 
of  south 
east  wine?; 

♦ 

(Same  as  Alternate  No*Twc 

j)  $40,000 

2,3, 

12, 

13, 

16, 

30, 

32 

Phil lips 

Brooks 

Saylor 

Oak  Park 
Sabin 

Howe 

McKinley 

Continue 
to  operate 
the  two- 
room 

temporary 
buildings 
located  on 
these  sites 

✓ 

* 

(Same  as  Alternate  No. 
Three) 

$60,000 

All 

Elem 

enta: 

Sch. 

Addi 

tiont 

Pro- 

*pose( 

All  Elem¬ 
entary 
ry  Sch. 
Additions 
Proposed 

i 

Reduce  by 
50 the 
amount  of 
space,  or 
"number  of 
rooms"  pro¬ 
posed  and 
add  the 
other  SO/o 
in  1925 

(Same  as  Alternate  No. 
Three) 

$400,000 

26 

Jr.  High 
at  31st  & 
Center  St: 

Postpone 
until  1926 

3 

The  7th,  Sth, and  9th  Gr. 
pupils  would  go  to  West 
High  &  Roosevelt  where 
two- sessions  would  be 
necessarv. 

$375,000 

M  d 


-102- 


SCHOOL  BUILDING  SURVEY 


Alternate  Number  Four-Con ’ td. 


Total  Reduction  in  Immediate  Costs  -  $2,365,000 


The  following  amounts  have  already  been  voted  (1920) 


For  Item 


Amount 


4 - $  40,000 

9  -  100,000 

25  - - 300,000 

26  - - -  300 , 000 

Total - $  740,000  subtracted  from 

the  amount 


of  reduction  in  the  bonds  to  be 
?. auction  in  the  total  amount  to 


voted  ecfuals  --$2,365,000 

740,000 

be  voted - - $1,625,000 


Deducting  the  $1,625,000  from  the  total  of  the  new  bonds 
required  under  the  Proposed-  program  we  have 

$2,629,000 

1,625,000 

$1,004, 000-IJew  bonds  required  for  Alternate 
Number  Four 


The  adoption  of  this  alternate  will  do  all  of  the  things  ex¬ 
plained  under  Alternate  No.  3  but  will  add  to  these  difficulties 
the  disadvantages  and  problems  of  the  two-session  program  at 
ast.  Forth,  West  High  Schools  not  only  for  the  grades  10,  11 
nd  12,  but  also  for  grades  7,  8  and.  9.  ✓ 


SUMMARY  OF  COSTS  OF  PROPOSED  AND  ALTERNATIVE  PROGRAMS 

In  determining  a  building  policy  it  is  necessary  to  know  the 
total  effect  which' the  adoption  of  the  proposed  program -or  any  of 
the  alternative  programs  will  have  upon  the  finances  ot  tne  school 
district.  I  am/  therefore,  presenting  a  summary  of  the  costs  of 
the  various  programs  interpreted  in  terms  of  the  total  amount  of 
bonded  indebtedness  and  the  annual  interest  payments  which  would 
result  from  any  one  and  all  of  the  proposals. 


' 


-103- 


SCHOOL  B  U  I  L  D  I  N  G  S  U  R  v  E  Y 

Table  No.  38 
B01IDED  INDEBTEDNESS 

Bonded  indebtedness  to  date  (Dec.  1922) - §3, 677,700 

Bonds  authorized  but  not  sold  which  will  produce 
amounts  for  projects  shown  in  Column  7  of  Table 

No.  33  - 1,800,000 

(Excepting  $5,000  for  Perl: ins  School  which  is 

now  on  deposit.) 

Bonds  authorized  but  not  sold  for  the  Riley  and 
Elmwood  School  additions  now  under  construction 
but  not  listed  in  Table  No.  33  -  120,000 

Total - $5,597,700 


(This  total  does  not  include  $300,000  for  ’Test  T-Tigh  School 
authorized  in  1920  but  not  proposed  as  an  "immediate"  expenditure. 
Some  of  it  at  least  will  be  needed  at  this  school  about  1927, ) 


For  the  Proposed  Program  — 


Adding  to  the  above  total  the  new  bonds 
necessary  to  carry  out  the  Proposed  Pro¬ 
gram,  we  have 

$5,597,700 - Bonded  indebtedness  ulus  bonds  voted  in  1920, 

2, 629 , 000 - New  bonds  needed  for  proposed  Program 

$8,226,700 - Total  bonded  indebtedness  if  the  1920  and 

the  Proposed  Programs  are  carried  out. 


Interest  payments 


This  amount,  $8,226,700,  of  course 
at  such  a  time  as  to  require  the  paymen 
year  1923-1924.  I  have  estimated  that 
blocks  at  such  times  as  to  require  a  to 
$292,156.50  interest.  This  is  a  little 
cess  of  the  interest  which  is  being  pai 
enable  us  to  reduce  the  amount  which  is 
for  permanent  improvements  so  that  the 
to  carry  the  proposed  program  next  year 
and  approximately  4  mills  thereafter. 


,  would  r 
t  of  4 
it  would 
tal  pay me 
more  tha 
d  this  ye 
now  be in 
total  inc 
would  be 


ot  all  be  issued 
interest  for  the 
be  issued  in  two 
nt  next  year  of 
n  $120,000  in  ex- 
ar.  It  would  also 
g  annually  levied 
rease  in  the  levy 
about  2w  mills 


To  offset  this  annual  expenditure  for  interest  on  indebted¬ 
ness  a  good  many  thousands  of  dollars  can  be  secured  as  revenue 
from  the  rental  or  the  sale  of  the  Lincoln  School  at  Ninth  and 
Mulberry,  the  old  Amos  Hiatt  building,  the  Franklin  School, 


-eor- 


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-104- 


SCH00L  BUILDING  SURVEY 

which  is  on  the  Keosauqua  way  and  will  become  increasingly 
valuable,  and  some  other  properties  Which  may  later  be  disposed 

of. 


For  Alternate  No.  One  — 

Total  bonded  indebtedness  to  carry  through 

Proposed  Program  -  §8,226,700 

Reduction  for  Alternate  No.  One  — . 475  000 

Total  bonded  indebtedness  if  Alternate 

No.  One  is  adopted - - - - —  §7,751,700 

For  Alternate  No.  Two  — 

Total  bonded  indebtedness  to  carry  through 

Proposed  Program - - - - - * - §8,226,700 

Reduction  for  Alternate  No.  Two  -  810, 000 

Total  bonded  indebtedness  if  Alternate  No. 

Two  is  adopted  - §7,416,700 

For  Alternate  No.  Three  — * 

Total  bonded  indebtedness  to  carry  through 

proposed  Program  -  §8,226,700 

Reduction  for  Alternate  No.  Three  -  1 , 270,000 

Total  bonded  indebtedness  if  Alternate  No. 

Three  is  adopted - - - §6,956,700 

For  Alternate  No.  Four  — 

Total  bonded  indebtedness  to  carry  through 

Proposed  Program  -  §8,226,700 

Reduction  for  Alternate  No.  Four  -  1 , 625,000 

Total  bonded  indebtedness  if  Alternate 

No.  Four  is  adopted - §6,601,700 


FINANCIAL  POLICY  NEEDED 

There  is  no  doubt  that  a  fairly  definite  financial  policy 
and  program  anticipatory  of  the  years  to  come  must  be  formulated 
if  school  building  construction,  the  provision  of  necessary  play¬ 
grounds,  and  the  current  expenses  for  conducting  the  educational 
program  all  taken  together  are  to  meet  on  a  business  basis.  I 
shall  try  within  the  next  few  months  to  bring  together  for  your 


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onarch  Note  Book  Co.,  St,  Joseph,  Mo. 
SJBH°a  JO  SUOIUIK 


CHART  NO.  8 

Probable  increase  in  taxable  value 
of  Des  Moines  property 


•04  *06  «08  *10  9 12  *14  '16  *18  *20  *21  22  '£4  *26  *26  ‘30  ‘32 

Years 


1940 


Figures  for  1902  to  1921  inclusive  are  actual  records.  The  dotted  line  represents  the  predicted  rate 

of  increase  in  taxable  valuations. 


-105- 


SCH00L  BUILDING  SURVEY 


consideration  some  facts  and  proposals  bearing  upon  this  pro¬ 
blem,  but  at  the  present  time  for  the  purpose  of  enabling  you 
to  forecast  with  some  degree  of  precision  the  probable  effects 
of  the  adoption  of  the  Proposed  Program  or  any  of  the  alternates 
upon  the  financial  condition  of  this  school  system,  I  am 
giving  you  at  this  time  some  facts  and  statements  which  I  think 
will  be  helpful. 

I  have  received  from  the  County  Auditor,  C.  W.  Rhoades, 
the  following  figures  which  show  the  taxable  value  of  the 
property  of  Des  Moines  covering  a  period  of  twenty  years: 

Table  No.  34 

TAXABLE  VALUE  OF  DSS  MOINES  PROPERTY 


Year 

Taxable  Value 

Year 

Taxable  Value 

1902 

$14, 493 , 960 

1912 

$22,174,875 

1903 

15,644,810 

1913 

27,980,865 

1904 

16,032,600 

1914 

28,599,630 

1905 

16,371,190 

1915 

29,874,145 

1906 

16,963,240 

1916 

29,705,385 

1907 

18,510,340 

1917 

33,022,395 

1908 

19,386,645 

1918 

33,148,975 

1909 

20,528,531 

1919 

37,460,375 

1910 

21,290,559 

1920 

39,457,420 

1911 

22,684,473 

1921 

43,176,710 

Based  upon  these  figures  I  have  sketched  a  graph  which  shows 
the  actual  increase  and  the  probable  tendency  in  the  increase  of 
the  taxable  value  of  the  property  of  this  city.  This  is  shown 
in  Chart  No.  8.  It  will  be  observed  that  during  the  last  five 
years  there  has  been  a  very  sharp  upward  curve  in  the  increase 
but  during  the  previous  years  there  was  a  more  gradual  increase. 
In  the  construction  of  the  graph  I  tried  to  strike  a  general 
average  for  the  entire  curve  in  order  to  find  an  approximation  to 
the  probable,  taxable  value  of  the  property  in  1940  and  in  each 
of  the  intervening  years. 


The  direction  taken  by  the  line  indicates  that  this  value 


will  eoual  about  $85,000,000  by  1940  or  about  $53,000,000  by  1930. 
It  should  be  observed  that  in  the  twenty-year  period  from  1902 
to  1921  the  taxable  value  just  about  tripled.  It  would  seem 
fairly  reasonable  to  assume  that  in  the  twenty-year  period  from 
.1921  to  1940  it  may  at  least  double.  This  would  place  it  at 
$85,000,000. 


It  seems  to  me  that  sooner  or  later  the  Des  Moines  School 
District  must  face  the  ouestion  of  meeting  each  year  all  of  its 
expenses  whether  for  current  operation  or  for  capital  investment 
except  at  a  time  when  an  unusually  large  expenditure  must  be 


-106- 


SCHOOL  BUILDING  SURVEY 

made  for  buildings  or  grounds.  If  a  rather  large  caoital  in¬ 
vestment  is  made  during  the  next  three  or  four  years  in  getting 
a  good  start  on  a  permanent  building  program,  which  over  a  oeriod 
of  years  will  decrease  by  large  sums  the  cost  of  operation  and 
maintenance,  as  I  shall  show  later,  it  will  be  possible  to 
establish  a  program  of  annual  expenditures  covering  the  current 
expenses  for  operation  and  maintenance,  the  interest  on  bonds, 
the  amounts  necessary  for  the  retirement  of  bonds  outstanding, 
and  the  capital  outlay  in  buildings,  grounds,  and  equipment  re¬ 
quired  to  serve  the  increased  enrollments.  Such  a  plan  I  think 
can  be  formulated  with  reasonable  definiteness  and  can  thus 
establish  a  much  closer  and  more  satisfactory  correlation  between 
educational  needs  and  economic  possibilities  than  we  can  secure 
in  any  other  way. 

For  example,  let  us  assume  that  by  1940  we  shall  have  a 
school  attendance  of  50,000  pupils,  that  current  operating  ex¬ 
penses  will  reach  a  per  pupil  cost  of  9110. 00  per  year  instead 
of  approximately  $98.00  as  at  the  present  time,  that  bonds' out¬ 
standing  at  that  time  total  $9,000,000  upon  ’which  the  average  in¬ 
terest  is  4 gfo  making  a  total  of  $405,000  for  interest  on  bonds,- 
that  $300,000  a  year  is  spent  for  grounds  and  new  construction 
and  $300,000  a  year  for  the  retirement  of  bonds.  The  grand  total 
of  these  four  items  would  equal  $6,725,000.  Based  upon  a  taxable 
valuation  of  $85,000,000,  there  will  be  reouired  a  79  mill  tax  to 
carry  the  total  annual  expenditure.  If  it  were  ce.rried,  however, 
the  amount  of  interest  on  bonds  would  constantly  be  reduced  and 
the  rate  at  which  they  would  be  retired  would  exceed  the  rate  at 
which  it  would  be  necessary  to  issue  new  bonds  at  times  when  some 
large  expenditure  for  capital  outlay  would  reouire  more  than  the 
fixed  sum  of  $300,000,  the  amount  which  would  annually  be 
appropriated  for  this  purpose  if  needed,  but  any  amount  beyond  it 
’would  be  secured  through  the  issuance  of  bonds. 

I  have  skipped  over  the  years  and  have  taken  1940  merely  to 
suggest  the  possibilities  of  formulating  a  more  definite  policy 
than  we  now  have  and  for  the  further  purpose  of  pointing  out  that 
even  with  the  reasonably  liberal  prediction  concerning  the  in¬ 
crease  in  school  enrollment  and.  with  a  fairly  conservative  estimat 
of  the  increase  in  wealth,  a  progressive  program  of  education 
can  be  carried  on  without  a  staggering  burden  of  cost. 

I  recognize  that  in  the  haste  with  which  I  have  drawn  to¬ 
gether  these  facts  merely  as  suggestions  there  may  be  many  in¬ 
accuracies  and  some  more  or  less  crude  judgments  but  at  any  rate 
they  will  serve  the  nurpose  I  have  had  in  mind.  ”rhat  is  needed 
now  is  to  do  what  has  been  done  with  the  statement  of  the  build¬ 
ing  program  in  general  and  that  is  to  take  this  far  look  and  then 
bring  it  down  to  the  situation  today  as  it  can  be  fairly  accurate¬ 
ly  predicted  for  the  years  immediately  ahead  and  planned  "to  make 
ends  meet".  .  . 


107 


SCHOOL  BUILDING  SURVEY 


The  rate  at  which  bonds  have  been  issued  in  the  oast  and 
the  dates  of  maturity  will  naturally  cause  some  fluctuations 
which  must  be. anticipated  and  met  only  by  maintaining  a  fairly 
steady  program  of  education  and  in  certain  years  by  refunding ' 
certain  bonds.  The  need  of  this  is  indicated  in  the  figures 
shown  immediately  below,  which  indicate  the  amounts  required 
each  year  up  to  1938  to  retire  bonds  which  mature  during  these 
successive  years. 


Table  No. 


MATURITY  OF  BOFDS 


Year 


Amount 


1923  -  $  48,000 

1923  -  53,000 

1924  -  50,000 

1925  — -  92,200 

1926  -  ?4 , 000 

192? -  74,000 

1923  -  75,000 

1929  -  70,000 

1930  -  475,000 

1931  -  285,000 

1932  -  441,000 

1933  -  401,500 

1934  -  94,000 

1935  -  75,000 

1936  - . -  99,000 

1937  -  21,000 

1938  - 27,500 

Table  No.  36 


COMPARATIVE  COST  OF  OPERATING  LARGS  AND  SMALL  SCHOOLS 


School  with 

Average  Daily 

Attendance 

Between 

Number 

of 

Schools 

in 

Group 

Total 

Average 

Daily 

Attendance 
in  Group 

Cost  Per 

Pupil  in 

Average 

Daily 

Attendance 

Less  Per 
Pupil  Due 
to  Higher 
Costs,  in 
Smaller 
Bldgs . * 

Total  Loss 
Due  to 
Higher 
Costs  in 
Smaller. 
Buildings 

0  -  100 

7 

317 

$113. 40 

48.  62 

&L5.412. 54 

1C1  -  200 

10 

1540 

77.05 

12.  27 

18,895,80 

201  -  300 

9 

2197 

69.89 

5.11 

11,226,67 

301  -  400 

10 

3612 

66.67 

1.89 

6 , 826. 66 

401  -  500 

6 

2710 

65.59 

.  81 

2,195.10 

5C1  or  more 

9“ 

5408 

6T.  78 

TOTAL 

$54 , 556. 79 

*  Compared  in  each  case  with  costs  in  schools  with  an  average 
daily  attendance  of  501  or  more  pupils. 


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-108- 


SCHOOL  BUILDING  3.  U  R  V  E  Y 
Explanation  of  Table  No*  36 


At  several  points  during  the  discussion  of  the  building 
program  I  mentioned  the  advantages  both  in  education  and  economy 
of  operating  large  rather  than  small  schools.  This  table  presents 
the  significant  aspects  of  this  problem  and  proves  the  assertions 
I  have  made  by  showing  what  it  cost  us  last  year  in  fifty-one 
of  our  elementary  schools  for  what  we  classify  as  operation  in¬ 
cluding  salaries  of  teachers,  principals  and  janitors,  and  the 
cost  of  fuel,  gas,  light,  water,  and  telephones.  I  have  not  out 
into  these  figures  the  cost  of  certain  janitorial  supplies  nor 
have  I  charged  any  amount  for  general  overhead  expense.  I  have 
left  out  these  two  items  merely  to  save  time  in  collecting  facts, 
but  what  is  given  is  sufficiently  significant  to  cause  careful 
planning  of  the  whole  school  building  program  so  that  we  may 
possibly  have  better  schools  at  a  lower  cost. 


The  table  shows  that  there  were  seven  schools,  with  an  average 
daily  attendance  of  100  or  less,  having  a  total  average  daily 
attendance  of  317  and  costing  §113*40  per  pupil.  On  the  other 
hand,  there  were  nine  schools  with  an  attendance  of  more  than  500 
in  which  the  annual  per  pupil  cost  of  operation  was  §64.73.  The 
figures  shown  in  the  last  column  are  in  each  case  the  result  of 
a  comparison  of  the  costs  in  the  schools  of  the  si zes  indicated 
in  the  first  column  with  the  cost  per  pupil  for  the  operation  of 
those  schools  with  an  attendance  exceeding  500  pupils.  To  sum 
up  these  figures,  it  may  be  said  that  if  all  of  the  pupils  had 
attended  elementary  schools  with  an  enrollment  of  more  than  500, 
it  would  have  cost  the  city  §54,556.79  less  for  operation  last 
year  than  it  did.  Even  if  we  assume  that  they  might  all  have  been 
in  schools  with  an  enrollment  in  excess  of  300  or  400  there  would 
have  been  a  very  large  saving. 

Table  No.  37 


COMPARATIVE  COST  OF  LABOR  IN  MAINTAINING  SCHOOLS 


School 

Average  Daily 
Attendance 

Cost  of  Labor 
July  1,  1921  to 
July  1,  1922 

Cost  Per  Pupil 
July  1,  1921  to 
July  1,  1922 

Franklin 

192 

213.79 

1.11 

Given 

257 

366.07 

1.42 

McHenry 

335 

732.48 

2.  19 

Brooks 

731 

218.  23 

.30 

Lucas 

294 

237.46 

.  81 

Hubbell 

543 

497.11 

.92 

Explanation  of  Table  No.  37 

In  order  to  present  a  sample  of  the  problem  involved  in  the 
maintenance  of  our  schools,  that  is,  the  repair  work  which  is 
necessary,  and  not  including  any  new  improvements  or  alterations. 


-109- 


S  C  H  0  0 


T 

u 


BUILDING 


S  U  R  V 


Y 


I  am  listing  the  records  of  six  schools  for  last  year  and  only  for 


the  labor  costs  involved  in  maintenance.  I  have  done  this  to 
work  in  assembling  other  facts  with  reference  to  the  materials 
in  the  various  Jobs  represented  but  the  comparisons  are  valid 
nevertheless.  In  fact,  the  materials  would  cost  about  as  much 

the  labor. 


save 


use 


d  o 


It  will  be  observed  that  I  have  selected  three  of  the  old 
schools,  which  in  the  ultimate  building  plan  ought  to  be  abandoned, 
and  then  I  have  selected-  three  of  the  newer  buildings  two  of  which 
are  large  schools,  in  order  to  get  some  basis  for  cornua  ring  old 
and  new  buildings  and  large  and  small  ones.  If  I  had  these  records 
for  all  of  the  schools  of  the  city,  the  facts  would,  be  much  more 
significant,  but  the  general  tendency  indicated  here  will  prove 
the  point  I  desire  to  make,  which  is  that  we  cannot  afford  long 
to  maintain  small  buildings  especially  when  they  have  reached 
the  point  where  an  unusual  amount  of  repair  work  must  be  done  each 
year  to  keep  them  even  in  fair  condition.  Notice,  for  example. 


that  it 


co s t  1 1 . 11  pe r  pup i 1  for 


the  labor  usedin  maintaining 


the 


old  Franklin  School  (old  and  small  building)  last  year  and  $.  30 
per  pupil  in  the  Brooks  School  (new  and  large  building);  it  cost 
$1,42  per  child  in  the  Given  School  and  $  .91  in  the  Lucas;  $2.19 
per  child  in  the  McHenry  School,  and  $  .92  in  the  Hubbell. 


If  we  combine  the  excessive  cost  per  child  of  operating 
small  schools  as  shown  in  Table  No.  33  with  the  increased  ex¬ 
penditures  in  the  small  and  old  buildings  required  for  their 
maintenance,  the  total  arnoUht  of  money  lost  in  operating  such  a 
policy  last  vear  as  compared  with  what  it  might  have  cost  would 
easily  total  $75,000  or  $85,000. 

SMALL  RECITATION  ROOMS  IN  ELEMENTARY  SCHOOLS 


The  total  capacity  of  the  elementary  schools  in  the  city  of 
Des  Moines  has  been  increased  during  the  past  years  to  some  extent 
by  sub-dividing  standard  classrooms  or  putting  partitions  across 
the  ends  of  hallways,  thus  creating  very  small  recitations  rooms 
in  which  classes  entirely  too  large  for  the  space  would  have  to 
work.  Some  of  the  newer  buildings  erected  also  carried  out  a  plan 
of  providing  what  was  known  as  an  assembly  room  of  rather  large 


dimensions  and  in  addition  to  this  a  number 

rooms 


of 


sma 1 1  recitation 


I  have  previously  referred  to  the  fact  that  when  the  proposed 
building  program  suggests  a  four-room  addition  to  some  of  these 
buildings,  the  addition  might  not  in  every  case  actually  provide 
an  additional  amount  of  space  equal  to  four  standard  classrooms 
because  if  the  old  part  of  the  building  is  altered,  as  it  ought 
to  be  when  the  addition  is  made,  and  some  of  the  partitions  taken 
out  or  these  small  recitation  rooms  otherwise  enlargecd,  the 
actual  increase  in  the  number  of  rooms  in  the  building  as  completed 
will  not  eoual  the  number  provided  in  the  addition. 


-no- 


SCHOOL  BUILDING  3  U  *  V  5  Y 

I  am  presenting  in  Charts  9  and  10  two  samples  of  buildings 
to  illustrate  these  points.  Chart  Ho-  9  shows  the  second  floor 
of  Hubbell  School,  which  is  a  comparatively  new  building,  and 
Chart  :'c.  10  is  the  second  floor  of  the  Sabin  School  most  of  which 
is  rather  old.  Observe,  for  example,  the  three  small  recitation 
rooms  in  the  Hubbell  School,  two  of  them  15<x24*  and  the  other 
15,x23t  and  also  the  assembly  room  24*x45‘.  About  the  only  way 
in  which  such  a.  Plan  can  be  operated  is  to  have  the  large  assembly 
room  seated  to  its  maximum  capacity  and  have  the  pUpils  assemble 
there  regularly  after  which  they  pass  out  to  the  recitation  rooms 
for  instructional  work,  one  class  at  least  always  remaining  in  the 
assembly  room.  The  actual  effect  of  this  is  to  have  a  great  deal 
of  space  constantly  wasted  in  the  assembly  room  while  the  classes 
at  work  in  the  recitation  rooms  ate  working  under  the  great  dis¬ 
advantage  of  restricted  floor  space  together  with  a  small  amount 
of  air  for  such  a  large  group  and  usually  bad  ventilation. 


The  standard  number  of  cubic  feet  of  air  space  for  each  child 
established  by  school  hygienists  is  20CL  If  35  pupils  occupy  one 
of  the  small  recitation  rooms  in  the  Hiibbell  School,  the  room  be¬ 
ing  15,x24'xl2’,  each  child  has  only  123  cubic  feet  of  air.  If 
a  class  of  35  pupils  occupies  the  small  classroom  on  the  north 
side  of  Sabin  School,  which  is  19 ,6,,xl4  rxl2 1 ,  each  child  has  only 
93  cubic  feet  of  air.  Difficulties  are  always  increased,  of 
course,  b~  the  demand  for  fresh  air  which  causes  the  opening  of 
the  windows.  In  cold  weather  the  children  near  the  windows  are 
too  cold  while  the  others  need  fresh  air.  The 
proper  physical  conditions  could  be  provided  in 
rooms  would  be  to  subdivide  the  classes  so  that 
about  15  or  20  pupils  wowld  occupy  such  a  room.  This,  of  course, 
would  be  quite  ideal  for  teaching  purposes  but  it  would  mean  such 
an  increase  in  the  number  of  teachers  and  a  corresponding  increase 
in  the  budget  for  teachers1  salaries  that  it  is  entirely  out  of 
the  Question. 


only 

such 


way  in  which 
small 


not  more  than 


As  additions  are  made  an 6  new  buildings  planned  these  con¬ 
ditions  which  obtain  in  nearly  all  of  the  school  buildings,  in  Des 
Moines  should  be  kept  in  mind  and  when  we  know  that  it  frequently 
occurs  that  at  least  40  children  will  have  to  occupy  a  room,  it 
should  be  so  planned  as  to  provide  the  proper  hygienic  conditions 
A  room  22  feet  wide,  30  feet  long  with  a  12  foot  ceiling  would 
provide  just  about  200  cubic  feet  of  air  for  each  of  40  children. 

not  made  an  actual  count  of  the  number  of  these  small  roonm 
the  elementary  schools,  but  there  are  at  least  fift.. 


I  have 
now  in  use 
in- the 


i  *n 

X  * 


ci  tv. 


the 

corr 

only 


It  might  be  well  to 
second  floor  of  the 
In  the 


idor.  In  the  entire 
two  good  rooms.  One 
the  assembly  room, 
been  used  for  ^arti 


one, 
have 

and  install  the  lau 
way 
side 


O'© 
•  >  ^ 


ve 

is  unnecessarily  wid 
the  corridor,  1c 


of 


mention  the  great  loss  of  space  shown  in 
Hubbell  School  on  the  east  side  of  the 
length  of  the  building  there  are  really 
is  of  about  standard  size  and  the  other 
is  too  large.  About  llg-  feet  of  space 
tion.s  to  make  the  cloakrooms  or  closets 
ntilators  while  at  the  same  time  the  hall- 
e.  If  18  inches  of  space  had  been  on  each 
ckexs  could  have  been  provided  for  the 


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SCHOOL  B  U  I  L  D  I  IT  C-  SURVEY 


pupils’  wraps  still  leaving  a 
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partitions  and  waste 


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the 

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now  wasted  in 
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building  in  general  there 
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by  the  pupil  when  he 


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SCHOOL 


BUILDING  SURVEY 


115 


CHART  NO.  10 

SECOND  FLOOR  PLAN  OF  SABIN  SCHOOL 


North 


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-114- 


SCHOOL  BUILDING  SURH  Y 
SCHEDULE  FOB  PERIODIC  SURVEYS 

In  a  city  school  system  a  fairly  well  standardized  method  of 
making  surveys  of  school  building  conditions  and  predicting  build¬ 
ing  needs  is  essential  both  to  instructional  and  business 
efficiency.  Merely  to  wait  until  there  is  actual  congestion  very 
obviously  present  in  a  school  or  in  several  localities  in  the  city 
and  then  proceed  to  meet  the  emergency  when  it  has  been  located 
in  this  manner  results  in  overcrowded  rooms,  makeshifts  in  school 
organization,  excessive  expenditures  and  inefficient  teaching 
and  care  of  children.  I  am  presenting,  therefore,  as  a  plan  for 
conducting  periodic  surveys  the  following  schedule: 

Table  No.  39 

SCHEDULE  FOR  PERIODIC  SURVEYS* 


Survey  Report 

Submitted  to 
Board 

Construction 
to  Start 

Construction  to 
be  Co mule ted 

Accommodate 
Pupils  until 

December  1922 

July  1923 

January  1924 

.  September  1925 

December  1924 

July  1925 

January  1926 

September  1929 

December  1928 

July  1929 

January  1930 

September  1933 

December  1932 

Julv  1933 

January  1934 

September  1937 

December  1936 

July  193? 

January  1938 

Sent  ember'  1941 

*  The  dates  for  starting  and  conroletinp*  construction  will 
apply  to  all  work  exceot  unusually  large  projects. 


CALENDAR  FOR  PERIODIC  SURVEYS 


1922 

Dec.  Survey  report  submitted  by  super¬ 
intendent. 

1923 

(2  year 

Jan.  Board  determines  policy ( program 
Feb.  People  informed 
Mar.  Vote  by  people 

Apr. )  Building  plans  and  specifications 
May  ) -prepared  and  contracts  let 

June) 

July  Construction  starts 
Aug. 

Sept. 

Oct . 

Nov. 

Dec. 


A 


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-115- 


1924 

Jan.  1 
Jan.  15 
Feb. 
Mar. 
Apr. 

Kay 

June 

July 


SCHOOL  BUILDING  SURVEY 

192? 


Construction  completed 
Construction  occupied 


Survey  started 


Jan.  1 
Jan!  15 
Feb. 

Mar. 

Aor. 

May 

June 

Jiily  Construction  starts 


Aug. 

Aug. 

Sept . 

Sent. 

Oct. 

Oct  * 

Nov.  1 

Survey  report  submitted  by 

No  Vi 

super i n t e  nde n t 

Dec. 

Deo.  ) 

) 

1925  ) 

192S 

Board  determines  policy  (4  year 

Jan.  1 

) 

(program  n  15 

Jan.  1) 

Feb. 

Jan.  15) 

People  informed 

Mar. 

Feb.  ) 

Aor . 

Mar. 

Vote  by  people 

May 

Apr.  ) 

Building  plans  and  specifi- 

June  Survey  started 

May  ) 

cations  proposed  and  contracts 

July 

June  ) 

let 

Aug. 

July 

Construction  starts 

Sept. 

Aug. 

Oct. 

Sept . 

Nov.  Survey  report  sub- 

Oct, 

mitted  by  the  supt. 

No  v . 

Uec.  ) 

Dec. 

) 

1S29  )Boara  determines 

1926 

policy  (4  year 
(urogram 

Jan.  1 

Construction  completed 

Jan. l) 

Jan.  15 

Construction  occupied 

Jan.  15)peouled  informed 

Feb. 

Feb.  ) 

Ma  r . 

Mar.  Vote  by  oeoole 

Apr. 

Aor.  )  Building  plans 

May 

May  )  and  specifications 

June 

June  )  preoared  and  con- 

July 

tracts  let 

Aug. 

July.  Construction  start 

Sept. 

Aug. 

Oct. 

Sept . 

o 

< 

0 

Oct. 

Dec. 

Nov. 

Dec. 

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-116- 


SCHOOL  BUILDING  SURVEY 


1930 


1931 


1932 


Feb. 
Ma  r  v 
Apr. 
Ma  y 
June 
July 

An  o- 


Jan.  1  Construction  completed 
Jan. 15  Construction  occupied 


Jan.  1 
Jan. 15 


Jan.  1 


“ug. 
Sept . 
Oct . 
Nov, 
Dec. 


Feb. 

Mar. 

Apr. 

May 

June 

July. 

Aug. 

Sept. 

Oct . 

Nov. 

Dec. 


THE  CARE  OF  EXCEPTIONAL  CHILDREN 


At  various  points  through  the  report  I  referred  to  the 
necessity  of  providing  a  better  plan  for  the  care  of  exceptional 
children.  We  have  already  made  a  good  start  on  this  problem  by 
establishing  in  certain  schools  throughout  the  city  what  we 
have  called  ungraded  rooms,  and  in  the  old  Howe  School  on  the 
south  side  for  a  group  of  about  70  mental  defectives,  but  we  are 
at  the  place  whore  a  definite  urogram  for  the  care  of  these 
children  must  be  formulated  and  worked  to.  I  shall  not  take  the 
time  in  this  report  to  go  into  detail  with  reference  to  this 
problem  because  Miss  Mary  G.  Diemer,  who  has  charge  of  this 
department  in  cooperation  with  other  departmental  heads  is  now 
working  on  a  detailed  report  which  I  shall  hope  to  submit  later. 
I,  therefore,  merely  wish  to  sketch  the  general  plan  here. 

It  would  involve 

1.  The  establishment  in  elementary  schools  of  an  en¬ 
rollment  of  auproxima tely  250  or  more  what  would,  be 
called  restoration  or  adjustment  classes  consisting 
of  children  in  the  kindergarten  and  orimary  grades 
who  do  not  seem  to  be  able  to  succeed  in  the  grouo 
of  normal  size  where  average  requirements  are  made 
and  where  average  conditions  prevail.  These  children 
are  handicapped  in  various  ways^and  should  be  taken 
care  of  in  special  rooms  with  an  enrollment  not  ex- 


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-117- 


SCHOOL  BUILDING  SURVEY 

ceeding  25  until  they  can  be  ‘’restored”  to  the 
regular'  classrooms  for  all  or  at  least  a  cart 
of  their  work,  or  until  they  have  reached  the 
age  of  nine  or  ten  years  at  which  time  if  they 
still  seem  unable  to  do  ordinary  work,  they 
should  be  transferred  to  centers  where  there 
will  be  a  large  number  of  such  children,  making 
possible  a  better  plan  of ■ grading  and  grouping 
in  terms  of  their  particular  needs* 

2.  In  junior  hi Eh  schools,  which  will  be  located 
at  strategic  point 3  and  not  too  far  away  from 
the  homes  of  the  children,  there  should  be 
established  centers  for  these  children  trans¬ 
ferred  from  restoration  classes  if  they  are  what 
one  would  classify  as  being  high  grade  mental 
defectives  or  dull-normal  children  or  oerhaps 
psychopathic  cases.  These  children  would  be 
housed  in  a  separate  wing  of  the  junior  high 
school  and  could  be  given  trained  teachers  who 
understand,  the  problem.  In  another  room  or  two 
of  the  junior  high  school  delinquent  boys  and 
girls  under  training  teachers  could  be  cared  for, 
the  advantage  being  that  they  would  have  opportunity 
to  engage  in  some  of  the  activities  of  the  junior 
high  school,  such  as  the  orchestra,  athletics,  etc. 
at  the  discretion  of  the  teacher,  but  at  the  same 
time  could  be  kept  under  the  careful  control  which 
such  a  s vs ten  would  make  possible.  Cn  the  roof 

of  the  junior  high  school  there  can  be  orovided 
facilities  for  the  operation  of  an  Open  Air  School 
which  would  be  able  to  take  advantage  of  the  fact 
that  in  a  junior  high  school  there  would  be 
operated  a  cafeteria,  thus  making  convenient  the 
serving  of  hot  soup  a.nd  other  foods  at  the  proper 
hours  during  the  day. 

3.  There  should  be  a  few  centers,  that  is,  separate 
buildings  in  which  the  children  of  the  very  low 
grades  of  intelligence  who  cannot  be  admitted  to 
state  institutions  can  be  cared  for.  They  re¬ 
quire  very  special  treatment  and  can  be  given 

it  more  efficiently  if  segregated  into  rather 
homogenous  groups. 

4.  A  center  for  the  deaf  or  semi-deaf  children. 

We  now  have  23  such  children  in  the  Clarkson 
Elementary  School  but  the  arrangement  is  not 
entirely  satisfactory.  I  have  thought  that  if 
a  junior  high  school  is  erected  in  North  Des 
Moines  providing  Open  Air  facilities,  the  oresent 
Open  Air  School  would  be  a  very  satisfactory 


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-118 


SCHOOL  BUILDING  SURVEY 

location  for  the  School  for  the  Leaf,  It  would 
be  more  centrally  located  than  it  is  at  the 
present  time,  could  make  use  of  the  North  High 
School  cafeteria,  and  perhaps  as  the  children 
grow  older  and  become  experts,  at  lip  reading, 
they  could  go  into  some  of  the  regular  high 
school  classes  for  their  work. 

5.  Marly  of  these  cases  are  really  state  Problems. 

This  is  recognised  by  the  state  now,  so  far  as 
deaf  children  are  concerned,  by  granting  subsidies 
to  school  districts  that  provide  opportunities  for 
special  training  of  deaf  children.  The  subsidies 
do  not  entirely  pay  the  costs  but  are  so  dis¬ 
tributed.  as  to  stimulate  interest  in  organizing 
such  classes  and  make  them  financially  possible. 
Similar  legislation  should  be  secured  to  assist 
in  the  care  of  the  other  atypical  groups. 


CENTRAL  STADIUM 

With  the  completion  of  the  two  new  senior  high  schools,  which 
will  give  us  five  high  schools  in  all,  and  in  view  of  the  con¬ 
templated  plan  for  the  development  of  junior  high  schools,  there 
will  be  an  increased  demand  for  a  place  in  which  great  athletic 
games  and  sports  can  be  played,  and  engaged  in  by  large  numbers  of 
boys  and  girls.  Up  to  the  Present  time  it  has  been  possible  for  the 
Des  Moines  high  schools  to  work  out  their  schedules  in  con¬ 
junction  with  Drake  University  so  that  its  stadium  might  be  used, 
but  during  the  last  two  or  three  years  some  difficulties  have 
been  encountered  which  indicate  that  with  the  rapid  increase  in 
junior  and  senior  high  school  attendance  and  the  constantly  ex¬ 
panding  interest  in  wholesome  outdoor  games  the  one  stadium  will 
no  longer  be  sufficient.  When  we  have  five  high  schools  in 
operation  if  each  high  school  plays  every  other  high  school  one 
game  of  football,  it  will  require  ten  football  games  to  play  off 
this  schedule  alone.  For  these  reasons  and  others,  I  believe  the 
time  ha*  come  when  the  Board  of  Education  should  select  somewhere 
quite  centrally  located  a  site  which  can  be  developed  into  a  great 
public  school  stadium  with  an  initial  seating  capacity  of 
approximately  15,000  but  so  arranged  as  to  make  possible  the  ex¬ 
tension  of  this  seating  capacity  up  to  a  maximum  of  30,000  or 
35,000.  If  this  site  can  be  secured  at  a  location  which  will  be 
convenient  for  the  West  High  School,  a  part  of  the  grounds  can  be 
used  regularly  as  the  athletic  field  for  this  high  school  while 
the  other  part  would  bo  reserved  as  a  stadium  for  the  regular 
interscholastic  athletic  events.  Each  high  school  and  each 
junior  high  school,  of  course,  in  keeping  with  the  policy  of  the 
Board,  should  have  available  a  practice  field  but  not  a  stadium. 


119- 


s 

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FULL 

DAY 

SESSIONS 

IN 

HIGH  SCHOOLS 

It  will  be  remembered  that  under  the  pressure  of  providing 
housing  for  the  high  school  oupils  and  as  an  expedient  the  so- 
called  half-day  session  program  was  inaugurated  in  our  high  school 
in  September  1921.  It  was  practically  the  only  solution  to  the 
situation  at  that  time  inasmuch  as  the  Lincoln  and  Roosevelt  High 
Schools  had  not  been  completed.  Through  the  expenditure  of  a 
great  deal  of  effort  and  under  unusual  stress  on  the  part  of  the 
administrative  organizations  and  the  teachers  in  the  high  schools, 
it  has  been  possible  to  do  fairly  satsifactory  work  within  the 
natural  limitations  of  the  system  employed,  but  to  continue  to 
operate  under  such  pressure  which  results  from  the  inevitable 
complications  of  the  system  would,  in  my  opinion,  be  very  unwise 
indeed.  It  has  been  tacitly  understood  that  with  the  opening  of 
the  new  high  schools  it  would  be  possible  again  to  return  to  the 
full-day  session,  but  since  many  questions  have  been  asked  con¬ 
cerning  the  advisability  of  continuing  the  half-day  session  " 
programs  in  order  that  we  might  postpone  or  avoid  the  construction 
of  additional  junior  high  school  space,  I  am  presenting  this  brief 
report  of  the  oroblem  as  viewed  by  the  high  school  principals, 
teachers,  students  and  myself. 

The  report  of  the  high  school  principals  is  indeed  very 
significant.  I  shall,  therefore,  make  only  a  few  statements  con¬ 
cerning  the  situation  as  I  view  it. 

It  should  be  understood  that  the  former  full-day  session 
program  provided  seven  45-minute  periods  in  the  school  day  during 
four  of  which  the  pupils  engaged  in  regular  classroom  recitation 
work,  while  the  other  three  periods  were  used  for  preparation. 
Under  the  present  system  the  school  day  is  divided  into  ten 
periods  of  45  minutes  each,  half  of  the  students  attending  school 
during  five  of  these  periods  and  the  other  half  during  the  other 
five  periods,  which  means  that  practically  all  of  their  pre¬ 
paration  must  be  made  during  hours  which  are  beyond  the  control 
of  the  school. 

9 


We  have  planned  upon  the  opening  of  the  two  new  high  schools 
to  operate  in  the  five  high  schools  what  is  known  as  "The 
Supervised  Study  Program"  consisting  of  five  periods  of  approxi¬ 
mately  75  minutes  each  during  which  time  the  pupils  would  be  ex¬ 
pected  to  do  practically  all  of  the  work  connected  with  the 
subject  or  activity  offered..  This  has  the  very  great  advantage 
of  providing  absolute  regularity  in  study  habits  as  well  as 
conditions,  such  as  accessibility  of  libraries,  laboratory  equip¬ 
ment  and  teacher  guidance,  which  are  of  great  importance  in  build¬ 
ing  up  habits  of  study  and  good  citizenship. 

I  think  people  in  general  have  never  felt  that  the  results 
secured  even  from  full-day  sessions  in  our  schools  have  been  too 
good.  In  fact,  comments  have  very  frequently  hr.^n  mMe.  not  only 


-120- 


SCHOOL 


3 


U  I  L  D 


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IH  Ur 


SURVEY 


Here  but  elsewhere  throughout  the  country/  that  oupils  come  out 
of  high  school  in  many  instances  rather  poorly  prepared.  If  it 
has  been  true,  therefore,  that  the  achievements  of  students  under 
a  plan  which  offered  a  full  day  of  work  were  not  satisfactory, 
now  can  it  be  expected  that  their  achievements  would  be  what  is 
desired  if  they  are  given  only  half  the  opportunity  formerly 
provided? 

I  am  submitting  below  the  report  of  a  committee  consisting 
of  the  three  high  school  principals  of  which  the  chairman  was 
Hr.  A.  W.  Merrill.  This  report  represents  a  great  deal  of  work  on 
their  part  in  preparing  the  questionnaires,  in  securing,  tabulating 
and  interpreting  the  answers,  and  while  the  study  has  possessed 
many  other  values,  the  committee  did  not  report  upon  these  be¬ 
cause  of  the  necessity  of  limiting  the  discussion  to  points  which 
bear  directly  upon  the  problem  under  consideration. 


Report 


of 


Comm  i  tte; 


The  three  high  school  principals,  as  a  committee  appointed  by 
you  to  attempt  to  find  some  method  of  measuring  the  effect  upon 
the  high  schools  of  the  half-day  session  as  compared  with  the 
former  full-day  session  plan,  formulated  three  tests  which  they 
have  attempted  to  apply  to  this  question  and  which  may  be 
described  as  follows: 


1. 


A  comparison  of  marks  given  to  pupils  during  the  first 
semester  in  which  the  new  plan  was  in  use  as  compared 
with  the  corresponding  semester  of  the  previous  year* 


2. 


A  questionnaire  to  teachers  asking  their  opinions  as  to 
the  effect  upon  the  schools  in  various  ways  of  the 
adoption  of  the  new  plan. 


3.  A  questionnaire  to  pupils  covering  similar  around. 

The  committee  desires  to  call  to  your  attention  the  fact  that 
none  of  these  tests  can  be  called  scientific,  inasmuch  as  they 
are  all  based  upon  opinion  rather  than  upon  objective  evidence. 

I .  Marks  Given  to  Teachers  in  1932  as  Compared  kfith  1931 

A  careful  analysis  was  made  of  the  marks  given  in  each  school, 
by  departments,  for  the  semester  ending  in  January,  1922,  which 
was  the  first  semester  under  the  present  half-day  session  plan, 
compared  with  the  marks  given  during  the  semester  ending  in 
January,  1921,  under  the  former  full-day  session  plan.  This 
comparison  shows  that  there  has  been  a  general  tendency  for  makrs 
given  under  the  half-day  session  plan  to  be  lower  than  those  given 
the  previous  year.  This  is  especially  true  in  English, 

Mathematics  and  Science.  In  Commercial  work,  on  the  contrary,  the 
marks  are  higher  under  the  half-day  session  than  under  the  former 
plan.  The  committee  has  the  feeling  that  this  may  be  due  largely 


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SCHOOL  BUILDING  SURVEY 

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to  the  fact  that  there  has  been  less  change  in  the  conditions 
under  which  the  Commercial  Department  is  working  than  is  the  case 
with  other  departments  and  that  the  extra  effort  which  has  been 
made  throughout  the  schools  to  maintain  the  standard  of  work  has 
resulted  in  better  marks  in  the  Commercial  Department  because  of 
this  greater  uniformity  in  conditions. 

II.  Questionnaire  to  Teachers 


The  committee  prepared  a  questionnaire  which  was  given  to 
all  teachers  of  the  three  high  schools,  A  tabulation  of  the 
answers  shows  that,  with  the  exception  of  two  questions  asked,  the 
teachers  are  in  favor  of  the  former  full-day  session  for  high 
schools  by  a  vote  ranging,  accord-ing  'to  the  particular  issue 
raised,  from  a  ratio  of  two  to  one  to  that  of  five  to  one.  In  the 
case  of  those  two  questions,  the  vote  favors  the  full-day  plan  by 
a  small  majority.  In  detail  this  expression  of  opinion  was  as 
follows; 


1.  Did  you  cover  the  subject  matter  as  well  under  the  half¬ 
day  session  plan  as  formerly?  Yes,  61;  No,  74. 

2.  Do  students  gain  as  much  under  the  present  as  under  the 
former  plan?  Yes,  42;  No,  113. 

3.  Do  students  feel  the  same  responsibility  for  preparing 
their  work  under  this  plan  as  j under  the  former  plan? 

Yes,  51;  No,  108. 

4.  Do  the  students  form  better  or  worse  habits  of  citizenship 
under  the  present  plan  as  compared  with  the  former  plan? 
Better,  32;  Worse,  109. 

5.  It  the  nervous  strain  on  teachers  more,  or  less  under  the 
present  plan  as  compared  with  the  former  plan?  More,  112; 
Less,  38. 

6.  Is  the  nervous  strain  on  pupils  more  or  less  under  the 
present  plan  as  compared  with  the  former  plan?  More,  79; 

Less,  54. 

7.  Is  the  work  of  the  teacher  more  or  less  burdensome  under 
the  -©resent  plan  as  compared  with  the  former  plan? 

More,  103;  Less,  33. 

8.  Do  you  consider  the  general  spirit  of  the  school  to  be 
better  or  worse  under  the  present  plan  as  compared  with 
the  former  plan?  Better,  31;  Worse,  97. 

9.  Does  the  half-day  session  plan  make  it  easier  or  harder 
for  the  school  to  develo©  correct  moral  ideals,  attitudes 
and  habits  in  pupils  as  compared  with  the  full-dav  session 
plan?  Easier,  26;  Harder,  122. 


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-122- 


SCHOOL  BUILDING  SURVEY 

It  should  be  particularly  noted  that,  as  the  questions  run 
toward  the  development  of  proper  habits,  morals  and  citizenship, 
the  vote  of  the  teachers  becomes  stronger  in  favor  of  the  full- 
day  session  plan,  The  vote  (8)  above  was  much  larger  in  favor  of 
the  former  plan  in  East  and  North  High  Schools  than  is  indicated  by 
the  total,  A  majority  of  the  teachers  of  West  High  School 
stated  that  the  spirit  of  the  school  improved  at  this  time.  The 
committee  desires  to  call  attention  to  the  fact,  which  was  also 
noted  by  some  teachers  of  the  school  upon  their  questionnaires, 
that  other  causes  operated  to  improve  the  spirit  of  ’Test  High 
School  at  the  time  that  the  change  to  the  half-day  session  plan 
was  made. 


III.  Questionnaire  to  Pupils 


Tlie  Committee  also  prepared  a  questionnaire  which  was  sub¬ 
mitted  to  all  pupils  of  the  three  high  schools,  so  far  as  it  was 
feasible  to  do  so.  To  this  questionnaire  there  were  4186  responses 
(approximately  80 $  of  the  present  total  enrollment).  Of  this 
number  the  ratio  in  favor  of  the  present  half-day  session  plan  is 
about  two  to  one  in  all  the  schools.  There  appear d  to  be  no 
appreciable  difference  in  sentiment  as  between  boys  and  girls, 
membership  in  a  particular  high  school,  number  of  years  in  school, 
nor  as  between  those  who  report  they  like  to  go  to  school  and 
those  who  report  they  do  not.  There  are,  by  the  way,  only  271 
pupils  in  the  Des  Moines  High  Schools  who  are  willing  to  say 
they  do  not  like  to  go  to  school.  The  pupils  were  asked  not  to 
put  their  names  on  the  questionnaires. 


The  portion  of  this  Questionnaire  to  which  the  committee 
intended  to  give  the  greatest  weight  was  the  nature  of  the  reasons 
which  might  be  given  by  pupils  for  preferring  the  one  plan  or 
the  other.  In  respect  to  this  matter  the  committee  reaches  the 
following  Conclusions: 


1.  The  reason  most  commonly  given  by  pupils  for  preferring 
the  half-day  session  plan  is  that  they  can  study  better 
at  home  than  at  school.  Third  in  the  order  of 
popularity  is  the  statement  that  the  present  plan  gives 
more  time  to  study  lessons.  Of  the  2777  pupils  who  favor 
the  present  plan  1450  give  the  first  reason  and  1010  the 
second.  In  comparison  with  this  expression  from  the 
pupils  should  be  placed  the  fact  that  marks  became  lower 
under  the  present  plan  and  that  it  is  the  opinion  of 
teachers,  two  to  one,  that  pupils  do  not  feel  the  same 
responsibility  for  the  preparation  of  their  lessons  under 
the  present  plan  as  under  the  former  plan.  In  other 
words,  the  other  evidence  at  hand  appears  to  question 
the  reliability  of  judgments  of  pupils  concerning  this 
matter.  The  committee  has  the  feeling  that  this  vote  was 
influenced  very  decidedly  by  the  natural  desire^ of  human 
beings  to  have  as  much  free  time  as  possible,  which  de  si  re¬ 
appears  particularly  strong  at  the  high  school  are. 


-123' 


SCHOOL  BUILDING  SURVEY 

2.  1204  pupils  who  prefer  the  present  plan  offer  the  reason 
•that  it  gives  a  better  chance  to  work  and  earn  money, 
while  801  present  the  reason  that  it  gives  a  chance  to 
help  more  at  home.  These  reasons  rank  second  and  fifth 
in  popularity.  Your  committee  is  of  the  opinion  that 
successful  high  school  work  cannot  be  expected  from  pupils 
who  divide  their  energies  to  any  great  extent  between 
their  studies  and  an  outside  job  and  that  the  very 
possibility  of  taking  up  an  outside  job  during  free  time 
from  school,  while  at  first  sight  it  may  appear  an 
advantage  in  the  present  system,  is  in  fact  a  decided  dis¬ 
advantage. 


3.  Among  the  questions  asked  were  some  relating  to  school 
spirit,  habit  formation,  and  other  aspects  of  education 
more  or  less  moral.  It  is  noticeable  that  students  do  not 
appear  to  give  much  weight  to  such  matters  as  these.  How¬ 
ever,  among  the  pupils  who  favor  the  former  full-day 
session,  the  reason  that  it  brings  under-class  pupils  under 
the  influence  of  upper-class  students  ranks  fifth  in 
popularity,  that  the  system  is  fairer  to  everyone  comes 
seventh,  that  it  helps  to  create  a  better  school  spirit* is 
eighth,  and  that  it  helps  to  prevent  the  formation  of  bad 
habits  is  twelfth.  On  the  other  hand,  by  the  students  who 
prefer  the  present  plan,  such  reasons  as  these  are  rarely 
given,  the  most  popular  of  them  ranking  nineteenth  among 
the  twenty-five  offered.  In  other  words,  it  is  our  feel¬ 
ing  that  the  desire  for  the  present  half-day  session  plan 
is  more  largely  influenced  by  selfish  motives  and  that  . 
those  pupils  who  are  thinking  of  school  spirit  and  habit 
formation  are  much  more  likely  to  favor  the  former  Plan. 

It  is  interesting  to  note  that  in  West  High  School  a 
larger  proportion  of  pupils,  in  favoring  the  full-day 
session  plan,  gave  the  reason  that  it  helps  to  create  a 
better  school  spirit  than  was  true  in  the  other  schools. 

In  that  school  alone  that  reason  ranks  sixth  instead  of 
eighth.  This  question  was  worded  differently  from  the  one 
asked  the  teachers  and  perhaps  gives  in  a  better  way  the 
real  senitment  of  Uest  High  School,  that  is,  that  the  full- 
day  session  is  a  real  help  toward  the  creation  of  better 
school  spirit  as  compared  with  the  half-day  session  even 
though  it  was  possible,  by  laying  a  great  deal  of  stress^ 
upon  the  matter,  fox  the  teachers  to  improve  school  spirit 
at  the  time  the  change  was  made. 


4.  The  pupils’  report  upon  the  amount  of  time  they  spend  in- 
studying  per  day  ranges  all  the  way  from  no  minutes  to  ove 
five  hours.  This  indicates  that  under  the  present  plan 
of  the  school  day  teachers  must  attempt  to  hold  together 
at  an  even  rate  of  progress  in  the  same  class  pupils  who 
are  studying  not  at  all,  pupils  who  are  studying  five  or 
six  hours  per  day,  and  pupils  whose  time  of  study  ranges 
all  the  way  between  these  two  extremes.  This  is  a 


-124- 


SCHOOL  BUILDING  SURVEY 

greater  handicap  to  efficient  instruction  than  is  the  difference 
in  ability  of  pupils.  If  the  present  half-day  session  tends  to 
increase  this  variation  in  time  devoted  to  study  it  is  a  serious 
fault  indeed.  There  is,  however,  probably  no  solution  for  this 
difficulty  other  than  to  place  the  study  activities  of  the  pupils 
under  as  close  supervision  from  teachers  as  is  now  done  with  the 
recitation  work. 


IV.  The  Findings  of  the  Committee 


It  is  the  opinion  of  the  committee  based  upon  experience, 
observation  and  general  study  of  secondary  school  problems,  that 
the  school  day  should  be  long  enough  to  insure  time  for  the 
recitation  and  also  for  the  major  portion  of  the  student's  study 
time  under  the  direction  of  the  class-room  teacher  for  each 
subject.  In  this  statement  we  approve  neither  the  present  half¬ 
day  session  nor  the  former  full-da3^  session,  but  are  recommending 
a  supervised  study  program.  A  study  of  the  present  practice  of 
American  High  Schools  indicates  rather  decidedly  that  the  half¬ 
day  session  has  not  been  satisfactory  in  the  schools  where  it  has 
been  tried,  as  most  of  them  are  at  present  operating  with  a  long¬ 
er  session.  Many  of  the  more  progressive  schools  have  during  the 
last  few  years  adopted  the  supervised  study  program.  As  regards 
the  present  investigation,  in  our  opinion  it  shows  very  definitely 
that  the  change  from  the  former  full-day  session  plan  to  the 
present  plan  was  disadvantageous  from  the  point  of  view  of  scholar 
ship  and  disastrous  with  respect  to  the  work  of  our  schools  in 
training  for  citizenship  and  in  developing  correct  habits, 
attitudes,  and  ideals. 


-  N.  -  - - ^  H  .  . — — . 


APPENDIX 


TABLE  A 

ENROLLMENT  BY  GRADES  October,  1914, 


(Based  on  Report  of  Remaining  by  Grades) 


Schools 

Kdg 

1 

o 

u 

4 

5 

6 

7 

8 

9 

10 

11 

12  Total 

East  High 

346 

258 

202 

138:  944 

North  High 

179 

126 

105 

87 ;  497 

West  High 

382 

28  3 

279 

187:’  1131 

D.M.  Gram, 

262 

173 

435 

Wash.  Irv, 

Irving 

49 

57 

47 

45 

69 

59 

40 

60 

36 

:  46  2 

Adams 

Barton 

16 

8 

4 

9 

6 

2 

8 

;  53 

Benton 

49 

77 

58 

38 

29 

:  251 

Bird 

44 

70 

60 

63 

65 

53 

49 

■28 

34 

466 

Ely 

11 

5 

6 

8 

‘7. 

11 

4 

8 

3 

:  63 

Brocks 

76 

•  66 

89 

74 

84 

54 

54 

43 

19 

:  559 

Casady 

45 

39 

45 

42 

52 

48 

45 

42 

35 

:  394 

Cattell 

48 

66 

59 

80 

50 

59 

28 

44 

32 

:  46  6 

Clarkson 

34 

32 

31 

43 

45 

51 

25 

37 

29 

:  327 

Cooper 

22 

28 

33 

30 

36 

45 

21 

:  215 

Crocker 

50 

82 

51 

68 

77 

53 

56 

58 

49 

*  544 

Crock.  Gr . 

Curtis 

56 

59 

53 

57 

42 

6  7 

43 

i  377 

Douglas 

9 

7 

12 

9 

11 

9 

2 

6 

2 

i  67 

Elmwood 

50 

39 

38 

39 

‘  39 

41 

36 

44 

30 

:*  356 

Emerson 

48 

52 

52 

49 

58 

32 

35 

:  326 

Franklin 

Fr isbie 

Given 

43 

40 

45 

44 

47 

48 

39 

44 

36 

:  386 

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APPENDIX 


-2- 


TABLE  A-Cont * d ,  October,  1914, 


"Schools 

Kdg,  1 

2 

3 

4 

5 

0 

7 

8  9 

10 

11 

12 

Total 

Grant 

42 

45 

48 

35 

34 

39 

34 

46 

43 ; 

366 

Greenwood 

35 

38 

42 

38 

33 

29 

27 

30 

25: 

297 

Ranawalt 

9 

16 

8 

17 

12 

10 

5 

6 

5« 

88 

Howe 

23 

25 

31 

27 

26 

18 

150 

Howe  Dev, 

# 

Kubbell 

39 

42 

47 

42 

50 

49 

26 

38 

32; 

36  5 

Jefferson 

16 

6 

11 

15 

9 

14 

5 

7 

14;’ 

97 

Kirkwood 

40 

44 

36 

59 

47 

46 

35 

57 

♦ 

36  4 

Lincoln 

28 

49 

56 

55 

37 

34 

30 

285 

Logan 

37 

48 

49 

34 

33 

34 

39 

274 

Longfellow 

57 

70 

67 

40 

54 

64 

35 

f 

387 

Lucas 

32 

43 

39 

60 

47 

39 

36 

29  6 

McHenry 

35 

36 

36 

36 

35 

38 

41 

33 

43:* 

333 

McKinley 

38 

46 

49 

41 

40 

37 

54 

40 

20;’ 

36  5 

Maple  Gr , 

Monroe 

Nash 

30 

38 

35 

26 

41 

28 

34 

232 

Oak  park 

46 

70 

74 

53 

54 

54 

33 

35 

29;’ 

448 

Open  Air 

park  Ave . 

68 

70 

66 

72 

72 

55 

53 

36 

35;’ 

5  27 

Perkins 

Phillips 

38 

51 

60 

41 

50 

40 

32 

23 

24;’ 

359 

Rice 

14 

24 

25 

20 

16 

17 

17 

15 

18; 

1 6r< 

Riley 

Sabin 

79 

77 

80 

71 

76, 

82 

77 

59 

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TABL'U  A-Cont»d.  October,  1914, 


Schools 

Kdg 

.  1 

2 

3 

4 

5 

0 

7 

8  9 

10 

11 

12 

Total 

Saylor 

• 

Scott 

11 

26 

19 

24 

40 

14 

7 

141 

Stowe 

Wallace 

62 

35 

37 

46 

61 

48 

55 

344 

Washingt on 

37 

70 

61 

45 

48 

33 

35 

28 

33;' 

390 

Webster 

42 

47 

53 

56 

68 

66 

70 

P 

40  2 

Whittier 

12 

30 

64 

57 

16  3 

Willard 

76 

92 

62 

85 

80 

88 

45 

64 

58  \ 

650 

Windsor 

» 

Bryant 

55 

67 

60 

53 

67 

40 

37 

379 

Cary 

37 

48 

55 

21 

161 

Garfield 

18 

20 

20 

35 

93 

Totals  1678  1943  1846  1340 

1990  1858  16  50  1 

257 

954 

907 

667 

586 

412 

17088 

post  graduate  4 

Crocker  ungraded  4 

17096 


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appendix 


TABLE  B  -  4- 

ENROLLMENT  BY  GRADES  October,  1915 

(Based  on  Report  of  Remaining  by  Grades) 


Schools  Kdg. 

1 

o 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Total 

East  High 

423 

284 

196 

159 

1062 

North  High 

175 

194 

122 

110 

601 

West  High 

440 

317 

254 

237 

1248 

Amos  Hi  att 

266 

220 

486 

Wash,  Irv, 

Irving 

35 

•  44 

58 

59 

77 

51 

49 

57 

54 

484 

Adams 

Barton 

15 

6 

8 

2 

4 

4 

1 

6 

46 

Benton 

36 

75 

46 

60 

35 

252 

Bird 

57 

52 

59 

71 

67 

41 

65 

42 

33 

487 

Bly 

20 

9 

12 

4 

6 

10 

5 

7 

73 

Brooks 

63 

81 

75 

87 

72 

77 

50 

44 

34 

583 

Casady 

46 

60 

37 

50 

42 

39 

42 

56 

48 

420 

Cattell 

72 

61 

79 

74' 

80 

46 

51 

33 

40 

536 

Cl arkson 

35 

47 

40 

28 

56 

50 

31 

32 

35 

354 

Cont inuation 

Crocker 

72 

54 

81 

51 

88 

80 

58 

55 

53 

592 

Cooper 

28 

30 

31 

37 

31 

37 

24 

218 

Curtis 

58 

60 

49 

61 

40 

69 

61 

398 

Douglas 

11 

9 

13 

11 

14 

10 

8 

3 

6 

85 

Elmwo  od 

46 

46 

34 

45 

38 

42 

34 

37 

42 

364 

Emerson 

42 

54 

52 

43 

49 

60 

32 

332 

Franklin 

Fr i sb i e 

37 

15 

13 

14 

10 

13 

9 

111 

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appendix 


-5- 


TABLE  B-Cont»d.  October,  1915 


Schools 

Kdg 

*  1 

2 

3 

4 

5 

6 

7 

8  9 

10  11 

12 

Total 

Given 

40 

47 

40 

42 

42 

46 

47 

46 

40: 

390 

Grant 

34 

52 

58 

47 

39 

41 

51 

38 

54: 

414 

Greenwood 

36 

39 

40 

41 

42 

37 

32 

27 

28: 

322 

Han await 

4 

11 

10 

10 

18 

10 

9 

4 

6  : 

82 

Howe 

26 

26 

23 

27 

27 

24 

153 

Hubbell 

52 

44 

36 

43 

47 

46 

55 

36 

34: 

393 

Jefferson 

12 

17 

9 

16 

14 

14 

15 

8 

11: 

116 

Kirkwood 

35 

56 

45 

49 

44 

52 

44 

39 

25; 

389 

Lincoln 

37 

60 

53 

49 

31 

38 

28 

296 

Logan 

39 

45 

60 

35 

44 

36 

19 

278 

Longfellow 

48 

57 

59 

63 

44 

47 

55 

373 

Lucas 

42 

26 

36 

42 

64 

44 

33 

287 

McHenry 

29 

32 

38 

33 

49 

32 

40 

55 

31: 

339 

McKinley 

38 

43 

34 

49 

39 

40 

44 

48 

29: 

364 

Maple  Grove 

Monroe 

•  # 

Nash 

33 

35 

32 

21 

21 

30 

21 

•  # 

193 

Oak  Park 

64 

50 

66 

80 

44 

59 

44 

35 

23: 

465 

Park  Avenue 

76 

88 

52 

82 

71 

65 

55 

40 

46  : 

575 

Perkins 

Phillips 

54 

57 

49 

66 

46 

53 

18 

55 

28: 

426 

Rice 

23 

23 

34 

17 

21 

22 

22 

21 

14: 

♦  j 

197 

Riley 

Sab  in 

62 

79 

71 

63 

78 

81 

74 

79 

54: 

641 

Saylor 

» 

% 

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APPENDIX 


TABLE  B-Cont »d.  October,  1915 


Schools  Kdg* 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10  11 

12 

Total 

Scott 

20 

19 

26 

27 

14 

42 

10 

158 

St  owe 

13 

8 

8 

6 

5 

5 

4 

49 

Wallace 

62 

35 

35 

57 

39 

63 

51 

342 

Washington 

51 

61 

59 

44 

59 

36 

37 

36 

27 

409 

Webster 

43 

40 

40 

70 

53 

69 

42 

357 

Whittier 

35 

9 

70 

62 

176 

Willard 

55 

79 

78 

74 

70 

65 

83 

41 

68 

613 

Windsor 

t 

Bryant 

60 

53 

60 

43 

56 

51 

35 

# 

358 

Cary 

29 

34 

38 

22 

123 

Garfield 

27 

19 

14 

60 

Total  1731  1881  1853  1486  1156  795  506 

2020  1945  1768  1319  1038  572  18070 


Post  graduate  8 

Crocker  ungraded  _ 1 

18079 


•d- 


2121  ,T3C0i00 


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:;veXf 


APPENDIX 


TABLE  C  -7- 

ENROLLMENT  BY  GRADES  *  October,  1916 

(Based  on  Report  of  Remaining  by  Grades) 


Schools  Kdg, 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10  .11 

12 

Total 

East  High 

0 

615 

305:129 

179 

1226 

North  High 

311 

165 : 173 

95 

744 

West  High 

411 

350:275 

230 

1266 

Arnos  Hiatt 

255 

220 

475 

Wash.  Irv. 

Irving 

33 

31 

50 

62 

76 

55 

59 

78 

58 

502 

Adams 

Barton 

8 

5 

8 

8 

2 

3 

2 

36 

Benton 

37 

62 

55 

53 

45 

¥ 

252 

Bird 

59 

56 

63 

62 

71 

69 

35 

59 

38 

f 

512 

Bly 

11 

11 

10 

11 

9 

6 

5 

9 

2 

74 

Brooks 

65 

74 

77 

76 

88 

80 

75 

61 

38 

634 

Casady 

35 

51 

48 

41 

58 

48 

33 

58 

42 

414 

Cattell 

68 

67 

65 

76 

76 

72 

40 

62 

21 

547 

Clarkson 

33 

37 

45 

34 

34 

52 

43 

32 

29 

339 

Crocker 

68 

72 

59 

81 

79 

73 

81 

73 

48 

634 

Cooper 

24 

31 

27 

35 

29 

20 

36 

202 

Curtis 

43 

69 

47 

49 

75 

78 

52 

413 

Douglas 

4 

19 

13 

20 

9 

22 

4 

18 

114 

Elmwood 

37 

49 

51 

37 

43 

31 

36 

36 

39 

359 

Emerson 

30 

52 

35 

46 

38 

44 

47 

292 

Franklin 

29 

32 

29 

17 

26 

28 

15 

176 

Frisbie 

8 

18 

15 

18 

12 

10 

14 

8 

12 

115 

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A 

1 

P  P  E 

TABLE 

2  3 

N  D  X 

OCont  «  d, 

4  5  6 

X 

7 

be tober , 

8  -9  10 

Q- 

1916 

U  12 

Total 

Given 

38 

48 

35  : 

35: 

38 

36 

36 

56 

39:  ; 

■  • 

361 

Grant 

33 

43 

35; 

37: 

58 

54 

42 

47 

37:  : 

386 

Greenwood 

35 

38 

41: 

44: 

41 

44 

35 

33 

23:  ; 

334 

Han await 

6 

7 

13: 

12: 

10 

13 

13 

9 

83 

Howe 

17 

29 

.  23: 

14: 

18 

12 

113 

Hubbell 

57 

67 

57: 

44: 

58 

56 

49 

60 

48:  : 

496 

Jefferson 

15 

19 

16: 

10: 

14 

20 

13 

14 

*  * 

9  :  ; 

130 

Kirkwood 

46 

38 

55: 

48; 

45 

47 

46 

55 

31:  : 

411 

Lincoln 

33 

35 

37: 

105 

Logan 

37 

52 

42: 

40: 

40 

39 

32 

282 

Longfellow 

41 

52 

57: 

58; 

46 

47 

39 

•  # 

»  f. 

340 

Lucas 

29 

35 

34 : 

41: 

37 

63 

34 

17 

I 

290 

McHenry 

29 

26 

32: 

27; 

29 

31 

35 

48 

49;*  • 

306 

McKinley 

18 

43 

26: 

40: 

34 

37 

39 

34 

30:  : 

301 

Maple  Grove 

Monr  oe 

< 

Nash 

30 

39 

34  : 

37; 

24 

25 

35 

224 

Oak  Park 

49 

75 

63: 

63: 

75 

50 

52 

49 

31 :  : 

507 

Park  Avenue 

72 

77 

82: 

82: 

80 

65 

73 

44 

41 :  : 

616 

Perkins 

Phillips 

67 

73 

70: 

61 : 

61 

58 

64 

33 

55;  : 

542 

Rice 

8 

14 

18  : 

20: 

17 

27 

11 

22 

30:  : 

167 

Riley 

10 

5 

8: 

10: 

7 

6 

9 

55 

Sabin 

60 

59 

71: 

73; 

69 

73: 

62 

77 

57:  ! 

0 

» 

601 

Saylor 

* 

Scott 

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24 

18: 

28  : 

32 

14 

31 

169 

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APPENDIX 
TABLE  OConttd... 


9 


October  *  1916 


Schools  Kdg, 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Total 

Stowe 

11 

5 

14 

9 

14 

11 

4 

9 

77 

Wallace 

55 

26 

28 

12 

43 

38 

61 

56 

319 

Washington 

62 

59 

55 

60 

57 

37 

33 

35 

15 

413 

Webster 

31 

39 

34 

58 

75 

59 

56 

352 

Whittier 

3 

30 

40 

38 

67 

22 

200 

Willard 

67 

64 

83 

82 

81 

84 

65 

76 

48 

650 

Windsor 

Bryant 

51 

57 

34 

51 

37 

39 

32 

301 

Cary 

33 

26 

24 

24 

107 

Garfield 

23 

31 

12 

66 

Total  1672  1890  1940  1556  1146  818  504 

1974  1884  1802  1530  1337  577  18630 


Post  graduate  4 

Open  Axlr  27 

18661 


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APPENDIX 

TABLE  D  “10“ 

ENROLLMENT  BY  GRADES  October,  1017 

(Based  on  Report  of  Remaining  by  Grades) 


Schools 

Kdf 

1 

2 

3 

A 

5 

7 

8 

9 

10 

11 

12 

Total 

East  High 

512 

355 

270 

16  8 

1305 

North  High 

29  3 

231 

165 

133 

822 

West  High 

419 

346 

285 

235 

1285 

Amos  Hiatt 

244 

225 

469 

Wash,  irv. 

Adams 

29 

7 

12 

12 

60 

Barton 

13 

2 

4 

5 

7 

3 

4 

2 

40 

Benton 

42 

47 

33 

51 

42 

18 

233 

Bird 

59 

68 

56 

67 

63 

64 

69 

48 

49 

543 

n  ly 

22 

19 

6 

11 

9 

11 

6 

6 

9 

99 

Brooks 

74 

75 

71 

73 

70 

88 

75 

6  2 

44 

632 

Casady 

49 

46 

45 

55 

51 

49 

43 

37 

38 

413 

Cattell 

89 

50 

6  6 

68 

72 

83 

37 

56 

45 

596 

Clarkson 

35 

35 

34 

37 

37 

30 

42 

36 

30 

317 

Cooper 

21 

28 

35 

30 

31 

32 

17 

194 

Crocker 

50 

72 

45 

55 

59 

84 

70 

69 

69 

583 

Crocker  or. 
Curtis 

42 

74 

43 

59 

52 

82 

71 

423 

Douglas 

3 

6 

11 

11 

13 

o 

23 

5 

8 

Si 

Elmwood 

57 

42 

40 

62 

41 

46 

34 

47 

40 

409 

Emerson 

38 

44 

48 

38 

39 

35 

49 

29  2 

Franklin 

25 

26 

29 

34 

30 

11 

14 

169 

Fr  isbie 

11 

10 

14 

13 

9 

8 

7 

8 

80 

Given 

43 

39 

36 

34 

42 

36 

25 

255 

Grant 

43 

56 

28 

39 

45 

51 

49 

43 

62 

*  416 

Greenwood 

38 

39 

41 

38 

40 

43 

41 

32 

24 

336 

Hanawalt 

28 

7 

6 

£ 

9 

15 

10 

12 

10 

105 

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APPENDIX 


-11- 


TABLE  D-Cont«d*  October,  1917 


Schools 

Kdg 

.  1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Total 

Howe 

27 

34 

27 

19 

20 

24 

151 

Hubbell 

67 

68 

73 

57 

48 

73 

64 

54 

52 

556 

Jefferson 

12 

25 

13 

19 

9 

17 

14 

14 

17 

140 

Kirkwood 

51 

35 

40 

44 

46 

44 

40 

46 

44 

390 

Line  oln 

23 

32 

29 

84 

Logan 

43 

31 

45 

44 

31 

37 

35 

266 

Longfellow 

43 

43 

58 

75 

52 

48 

37 

356 

Lucas 

54 

43 

52 

58 

59 

39 

44 

349 

McHenry 

35 

28 

22 

25 

27 

37 

38 

48 

50 

310 

McKinley 

37 

53 

46 

32 

30 

37 

42 

39 

30 

346 

Maple  Grove 

Monroe 

Nash 

38 

41 

39 

36 

53 

23 

36 

69 

60 

395 

Oak  park 

59 

63 

83 

102 

67 

68 

46 

48 

37 

573 

park  Ave , 

48 

94 

36 

47 

80 

77 

58 

55 

44 

539 

Perkins 

0 

Phillips 

65 

78 

57 

74 

59 

71 

58 

77 

24 

56  3 

Rice 

24 

11 

17 

19 

16 

28 

21 

33 

195 

Riley 

10 

18 

10 

9 

13 

7 

7 

74 

Sabin 

65 

70 

64 

77 

80 

75 

67 

61 

69 

626 

Saylor 

Scott 

21 

26 

31 

12 

32 

28 

30 

180 

Stowe 

20 

14 

15 

17 

11 

77 

Wallace 

49 

34 

17 

25 

47 

69 

50 

63 

354 

Washington 

66 

79 

44 

48 

55 

44 

26 

26 

18 

406 

Webster 

58 

59 

52 

53 

64 

62 

58 

406 

Whittier 

28 

46 

59 

49 

28 

210 

Willard 

71 

88 

65 

108 

87 

91 

84 

64 

72 

7  30 

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TABLE  ]>Cont i d*  October,  191? 


Schools 

Kdg. 

1 

2 

3 

4 

5 

& 

7 

8  9 

10 

11  12  Total 

Windsor 

• 

Bryant 

46  i 

61; 

44  • 

30;’ 

43;* 

38; 

28 

:  :  290 

Garfield 

22;’ 

42: 

36:* 

13; 

:  :  113 

Irving 

21: 

39** 

40  * 

6  3;’ 

74;’ 

47;’ 

46 

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50;’ 

:  ;  42.7 

Total  ] 

• 

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i.793* 

i890* 

1611* 

i32S* 

932* 

*536  * 

2095 

1965 

1882 

1457 

1224 

720  19275 

Oak  park  ungraded  11 

Open  Air  _ 35 


19321 


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APPENDIX 

TABLE  E  -13- 

ENROLLMENT  BY  GRADES  '  October,  1918 

(Based  on  Report  of  Remaining  by  Grades) 


Schools  Kdg. 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Total 

East  High 

477 

393 

252 

219 

1341 

North  High 

34  5 

210 

203 

127 

885 

West  High 

525 

362 

286 

194 

1367 

Amos  Hiatt 

253 

212 

465 

Wash.  Irv, 

Adams 

13 

26 

9 

11 

14 

- 

• 

73 

Barton 

12 

1 

2 

11 

5 

7 

1 

5 

44 

Benton 

37 

48 

46 

27 

57 

215 

Bird 

56 

75 

48 

71 

66 

72 

59 

67 

37 

551 

Bly 

4 

20 

13 

2 

7 

8 

9 

3 

66 

Brooks 

73 

87 

69 

82 

68 

83 

75 

88 

36 

661 

Casady 

54 

47 

51 

58 

44 

48 

52 

41 

29 

424 

Cattell 

57 

73 

66 

68 

62 

62 

81 

39 

52 

560 

Clarkson 

43 

47 

25 

38 

48 

29 

26 

256 

Cooper 

31 

36 

33 

30 

26 

:  27 

26 

209 

Cr  o  ck  er 

29 

60 

57 

51 

75 

75 

96 

81 

64 

588 

Crocker  Gr. 

Curt  is 

37 

49 

47 

46 

40 

82 

75 

376 

Douglas 

5 

8 

8 

10 

15 

16 

15 

22 

7 

106 

Elmwood 

46 

50 

45 

37 

57 

44 

47 

32 

47 

405 

Emerson 

30 

51 

37 

55 

31 

41 

33 

00 

Franklin 

40 

33 

40 

37 

60 

45 

33 

22 

34 

344 

Fr  i  sb  i  e 

12 

7 

13 

20 

11 

8 

10 

8 

89 

Given 

39 

42 

31 

40 

37 

36 

37 

262 

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appendix 


-14 


TABLE  E-Cont'd,  .  October,  1918 


Schools 

Kdg. 

l 

2 

3 

4 

5 

6 

7  8 

9 

10 

11 

12 

Totrl 

Grant 

35 

54 

49 

3 

3 

4 

6 

• 

55:  3 

412 

Greenwood 

32 

35 

46 

4 

4 

3 

36 

• 

356 

Hanawalt 

22 

12 

11 

14 

8:  1 

104 

Howe 

32 

48 

30 

30 

23 

21 

184 

Hubbell 

56 

81 

60 

50 

39 

40 

55 

66:  48 

495 

Jef  f erson 

10 

22 

23 

13 

15 

11 

21 

13:  11 

139 

Kirkwood. 

55 

45 

30 

36 

40 

52 

40 

47 :  52 

397 

Lincoln 

29 

38 

26 

55 

18 

146 

Logan 

37 

57 

29 

28 

39 

33 

26 

249 

Longfellow 

40 

60 

28 

45 

59 

49 

38 

319 

Lucas 

62 

63 

40 

71 

58 

43 

36 

373 

McHenry 

32 

40 

34 

23 

44 

40 

41 

50:  47 

351 

McKinley 

29 

48 

41 

42 

31 

31 

51 

39:  30 

342 

Maple  Grove 

• 

Monroe 

14 

11 

3 

10 

• 

38 

Nash 

44 

53 

47 

48 

40 

55 

24 

311 

Oak  Park 

60 

59 

68 

70 

72 

48 

58 

36: 

471 

Park  Avenue 

64 

76 

77 

51 

70 

n 

76 

55:  55 

615 

Perkins 

19 

14 

22 

19 

18 

14 

26 

132 

Phillips 

65 

75 

64 

65 

62 

50 

73 

67:  58 

579 

Rice 

17:2 

16 

17 

8 

23 

22 

26 

24:  14 

167 

Riley 

17: 

13 

22 

14 

11 

14 

19 

10;  9 

129 

Sabin 

85t 

67 

71: 

74 

80 

85 

65 

66:  65 

658 

Saylor 

39: 

33 

30: 

37 

36 

21 

21 

50:  71 

338 

Scott 

22: 

24 

25: 

20 

19 

28 

23 

• 

* 

• 

161 

Stowe 

20: 

28 

11: 

32 

8 

23 

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appendix 


-15- 


table  E-Cont»d.  October,  1918 


Schools  ICdg* 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12  Total 

Wal lace 

57: 

44 

38 

1  24 

53 

56 

53 

;  325 

Washington 

75: 

55 

70 

52 

48 

62 

37 

30 

23 

:  452 

Web  ster 

44; 

75 

40 

56 

53 

52 

55 

:  375 

Whittier 

23 

11 

65 

67 

39 

:  205 

Willard 

61: 

62 

63 

57 

98 

69 

65 

75 

72 

;  622 

Windsor 

Bryant 

37‘ 

57 

52 

49 

33 

43 

33 

:  304 

Garfield 

25: 

35 

36 

35 

:  131 

Total  1830  1844  1938  1772  1227  965  540 


2195  1899  1851  1439  1347  741  19588 


Post  graduate  14 
Clarkson  for  deaf  5 
Open  Air  36 
Oak  Park  ungraded  9 


196  52 


■dl  - 


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TABLE  F 

ENRO LUCENT  BY  GRADES 


-16 

October,  1919 


(Based  on  Report  of  Remaining 


by  Grades) 


Schools 

Kdg 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Total 

East  High 

446 

409 

309 

268 

1432 

Forth  High 

359 

287 

170 

165 

981 

West  High 

483 

408 

313 

254 

1458 

Amos  Hiatt 

270 

244 

152 

676 

Wash*  Irv. 

75 

119 

37 

231 

Adams 

10 

22 

14 

12 

11 

13 

13. 

95 

Barton 

13 

8 

4 

14 

2 

5 

2 

48 

Benton 

36 

54 

35 

46 

26 

19 

216 

Bird 

68 

82 

62 

61 

73 

77 

41 

57 

57 

578 

Ely 

9 

a 

13 

17 

3 

11 

3 

7 

2 

73 

Brooks 

105 

96 

91 

87 

76 

74 

88 

77 

62 

7  56 

Casady 

71 

52 

49 

60 

47 

49 

48 

45 

28 

449 

Cattell 

61 

55 

67 

60 

56 

57 

68 

69 

38 

531 

Clarkson 

33 

42 

29 

41 

34 

A  1 

"X  -4- 

28 

248 

Cooper 

22 

26 

24 

38 

29 

24 

9 

' 

172 

Crocker 

89 

103 

98 

116 

114 

88 

75 

683 

Crocker  Gr , 

89 

81 

170 

Curtis 

58 

72 

47 

70 

45 

57 

87 

436 

Douglas 

8 

9 

7 

12 

12 

11 

6 

12 

17 

94 

Elmwood 

58 

44 

45 

46 

36 

54 

37 

46 

31 

39  7 

Emerson 

51 

40 

37 

45 

51 

35 

38 

297 

Franklin 

40 

44 

37 

45 

31 

55 

34 

21 

17 

324 

!  Fr isbie 

15 

16 

10 

12 

14 

16 

13 

7 

11 

114 

:  Given 

33 

50 

36 

33 

36 

35 

33 

256 

Grant 

31 

60 

35 

57 

49 

40 

46 

5  6 

54 

438 

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APPEN  DIX 

TABLE  p-Cont»d.  October,  1919 


Schools 

Kdg. 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10  11 

12 

Total 

Greenwood 

43 

47 

47 

50 

42 

55 

49 

37 

31 

401 

Hanawalt 

12 

12 

16 

7 

14 

9 

13 

14 

9 

106 

Howe 

25 

41 

44 

26 

26 

26 

188 

Kubbell 

69 

75 

80 

50 

57 

53 

49 

95 

83 

611 

Jefferson 

19 

23 

22 

13 

11 

16 

12 

19 

9 

> 

144 

Kirkwood 

48 

50 

24 

45 

40 

37 

46 

53 

48 

391 

Lincoln 

27 

31 

30 

28 

30 

145 

Logan 

36 

36 

48 

21 

27 

34 

29 

.  • 

231 

Longfellow 

78 

77 

70 

49 

63 

70 

68 

475 

Lucas 

43 

52 

53 

37 

54 

48 

48 

335 

McHenry 

42 

44 

28 

32 

36 

38 

49 

38 

43 

350 

McKinley 

43 

50 

35 

33 

34 

36 

41 

44 

33 

349 

Maple  Grove 

25 

39 

29 

26 

33 

23 

13 

30 

17 

,#  • 

235 

Monroe 

10 

15 

12 

6 

43 

Nash 

64 

56 

50 

54 

71 

51 

53 

399 

Oak  park 

64 

67 

59 

70 

55 

67 

37 

57 

476 

park  Ave. 

72 

94 

83 

69 

61 

56 

83 

75 

47 

640 

Perkins 

29 

27 

15 

20 

16 

26 

14 

146 

Phillips 

75 

£8 

77 

45 

61 

67 

60 

78 

50 

601 

Rice 

10 

22 

20 

24 

17 

28 

24 

25 

28 

198 

Riley 

23 

28 

15 

16 

15 

9 

18 

12 

9 

145 

Sabin 

74 

77 

69 

71 

85 

88 

86 

61 

65 

676 

Saylor 

36 

49 

31 

34 

37 

34 

26 

50 

89 

386 

Scott 

29 

31 

18 

15 

31 

19 

24 

12 

179 

Stowe 

25 

35 

30 

21 

36 

12 

23 

182 

Wallace-Whit. 

62 

69 

87 

35 

65 

71 

70 

68 

71 

598 

Washington 

67 

96 

65 

61 

52 

47 

<  50 

34 

29 

501 

Webster 

47 

94 

43 

60 

78 

63 

57 

442 

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table 

F-Cont » d 

• 

-18- 

October,  1919 

Schools 

-Mg. 

1 

2 

3 

4  5 

6 

7 

8  9  10  11 

t  p  4-  r- 1 

.Vi  Hard 

:  72.; 

77! 

59;* 

74 

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•  • 

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1  or  b  1 

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3. 

»  • 

- r- 

:  18 

'  2006  1976 
2394  1947 


1793 


1929  l7«1S1314S,U04  “7 


21447 


Post  Graduates 
Washington  Irving 
Smith  Hughes  Classes 
Cattell  Special 
ungraded 
School  for  peaf 
Logan  ungraded 
Open  Air 

Washington  ungraded 


16 

31 

11 

7 

12 
38 
_ _ 14 

21576“ 


X 


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■v 


appendix 


TABLE  G 


-19- 


ENHOLLMENT  BY  GRADES 


October,  1920 


(Based  on  Report  of  Remaining  by  Grades) 


Schools 

ICdg, 

l 

2 

3 

4 

£ 

y 

6 

7 

6 

9 

10 

11 

12 

Tot  al 

East  High 

452 

47 

34 

279 

1554 

North  High 

405 

311 

219 

131 

1066 

1  Best  High 

518 

362 

366 

250 

1516 

Amos  Hiatt 

251 

236 

187 

674 

i  Bash,  Irv . 

98 

101 

4o 

23s 

Adams 

14- 

19 

16 

14 

l4 

11 

13 

105 

Barton 

17 

11 

6 

53 

Benton 

34 

56 

38 

4i 

3^ 

203 

Bird 

78 

95 

72 

53 

71 

47 

57 

46 

45 

564 

Bly 

6 

6 

4 

11 

10 

10 

4 

51 

JBrooks 

90 

105 

94 

75 

73 

68 

69 

103 

66 

743 

Casady 

59 

63 

47 

50 

52 

49 

55 

45 

^3 

463 

Catrell 

62 

65 

53 

82 

57 

50 

69 

65 

63 

566 

Clarkson 

35 

39 

32 

30 

29 

35 

27 

20 

247 

'  Crocker 

SO 

112 

79 

S2 

102 

102 

85 

642 

Crocker  Gr . 

86 

119 

« 

205 

Curtis 

4S 

66 

55 

50 

66 

62 

75 

424 

j  Douglas 

5 

11 

6 

5 

12 

10 

l4 

16 

10 

go 

Elmwood 

46 

64 

47 

50 

50 

4o 

42 

43 

45 

427 

Emerson 

62 

4g 

34 

42 

51 

54 

32 

323 

Franklin 

35 

33 

32 

32 

26 

27 

33 

220 

.  Frisbie 

24 

6 

12 

9 

14 

14 

l4 

5 

98 

Given 

r 

29 

37 

35 

42 

4o 

34 

29 

246 

^rant 

39 

32 

4o 

44 

36 

55 

45 

53 

53 

397 

Greenwood 

50 

46 

46 

43 

4i 

4i 

46 

48 

4l 

• 

• 

• 

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nevi 


Jboornee: 


appendix 


-20- 


TABLE  G-Cont  *  d .  October,  K  go 


||6chool 

1 

2 

3 

!. 

Hr 

5 

O 

7 

3  9 

10 

11 

12 

Total 

Han aw alt 

10 

17 

IS 

15 

9 

12 

10 

17 

9? 

117 

HoT/e 

50 

6i 

36 

^3 

33 

26 

35 

291 

Huobell 

74 

69 

62 

71 

52 

66 

63 

65 

69:’ 

611 

Jefferson 

22 

27 

16 

PO 

C- 

14 

14 

13 

i4 

2l! 

1 66 

Kirkwood 

33 

42 

42 

39 

36 

50 

47 

45 

45: 

392 

Lincoln 

31 

46 

35 

22 

32 

19 

26 

217 

Logan 

34 

53 

23 

26 

16 

31 

33 

213 

Longfellow 

6o 

36 

57 

62 

56 

62 

67 

452 

Lucas 

45 

49 

56 

49 

46 

55 

4o 

340 

McHenry 

4i 

52 

39 

4o 

4i 

35 

44 

49 

33: 

374 

McKinley 

6o 

65 

64 

4i 

32 

53 

37 

43 

3lj 

431 

Maple  Grove 

A 

37 

30 

—  y 

35 

26 

25 

33 

99 

Ur. 

14 

26: 

256 

Ronroe 

11 

11 

i4 

10 

• 

46 

Nash 

73 

79 

51 

53 

57 

71 

46 

435 

Oak  Park 

62 

9S 

56 

67 

•59 

•67 

■55 

36 

;  26: 

523 

Park  Ave  . 

S3 

S3 

106 

69 

53 

63 

60 

70 

76: 

660 

Perkins 

36 

33 

30 

20 

23 

26 

23 

27 

21: 

244 

Phillips 

75 

100 

77 

67 

51 

67 

74 

61 

69 : 

66l 

Hi  ce 

24 

16 

21 

26 

21 

24 

33 

20 

19: 

20^r 

Hiley 

26 

22 

26 

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TaBLS  G-Cont  *  d ,  catcher,  1920 


School 

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1 

p 

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*> 

4- 

0 

6  7  2  9  10  11  12 

Totaj 

Whittier 

« 

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• 

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pillar  d. 

:  53: 

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63 

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37:103:  92:  :  : 

639 

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9  • 

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3 

4- 

5 

20 

’ZUS&  2TI3  i860  1E72  iSZo  TTE7  6Eo 

2522  1959  1S95  1753  1602  93^  22092 


Post 

graduate  -  -  -  - 

-  4- 

TT'-'  c-’n 

V J 00  O 1* 4 

Irving  Special- 

- 6 

School  for  Deaf  -  -  - 

Cont  i 

nuation-  -  -  -  - 

- 66 

Howe 

Development-  -  - 

- 53 

Logan 

.ungraded-  -  -  - 

-  12 

Open 

Air-  ------ 

4-0 

139 

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appendix 


TABLE  H 

ENROLLMENT  BY  GRADES  October,  1921 


(Based  on  Report  of  Remaining  by  Grades) 


Schools 

Kdg 

.  1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12  Total 

East  High 

785 

476 

420 

35  3:'  2034 

North  High 

547 

294 

22S 

144 •  1211 

West  High 

509 

407 

335 

336 :  1587 

Amos  Hiatt 

• 

277 

234 

i  511 

Wash.  irv« 

81 

113 

'88 

:  28  2 

Adams 

8 

15 

15 

17 

17 

14 

12 

•  98 

Barton 

22 

8 

12 

9 

5 

3 

5 

!  6  4 

Benton 

48 

74 

39 

41 

38 

240 

ijR  ir  d 

72 

90 

80 

61 

64 

72 

49 

60 

44 

:  592 

Ely 

10 

8 

.3 

9 

8 

10 

2 

•  50 

Brooks 

98 

103 

118 

99 

86 

69 

77 

100 

85 

!  835 

Casady 

61 

71 

76 

59 

47 

52 

54 

53 

42 

i  515 

Cat tell 

69 

81 

70 

81 

64 

66 

58 

62 

67 

:  6  20 

Clarkson 

38 

43 

40 

33 

31 

37 

45 

:  267 

Crocker 

84 

104 

91 

90 

93 

99 

102 

•  663 

Crocker  Gr. 

114 

88 

;  202 

Curtis 

56 

63 

44 

54 

49 

88 

81 

!  435 

Douglas 

13 

12 

23 

6 

16 

12 

12 

28 

16 

*  138 

Elmwood 

45 

56 

63 

49 

47 

52 

44 

43 

50 

:*  449 

Emerson 

48 

57 

37 

32 

39 

38 

55 

!  306 

pranklin 

38 

29 

31 

27 

33 

31 

37 

14 

:  240 

♦r  isbie 

14 

8 

23 

10 

12 

11 

12 

17 

12 

:  119 

Given 

40 

41 

35 

41 

37 

35 

39 

:  268 

Grant 

55 

37 

31 

47 

46 

37 

58 

45 

47 

:  403 

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APPENDIX 
TAELE  H-Contid. 


October,  19  21 


*“  2b- 


Schools 

Kdg 

.  1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Total 

Greenwood 

37 

59 

45 

48 

48 

47 

33 

47 

47 

411 

Hanawalr 

ia 

15 

23 

16 

12 

11 

14 

7 

12 

128 

Howe 

47 

56 

48 

38 

45 

42 

23 

36 

335 

Hubbell 

77 

81 

73 

78 

69 

53 

61 

66 

64 

622 

Jefferson 

19 

28 

25 

16 

23 

17 

14 

21 

13 

176 

Kirkwood 

57 

45 

47 

44 

39 

47 

48 

39 

50 

416 

Lincoln 

20 

31 

26 

29 

21 

32 

159 

Logan 

44 

51 

49 

28 

30 

31 

34 

257 

Longfellow 

78 

78 

73 

71 

67 

66 

67 

500 

Lucas 

53 

44 

68 

.  41 

52 

43 

47 

343 

McHenry 

46 

51 

48 

40 

43 

39 

39 

43 

41 

390 

McKinley 

56 

76 

65 

55 

49 

39 

55 

32 

50 

477 

Maple  Gr. 

35 

30 

27 

34 

27 

24 

34 

21 

15 

247 

Monroe 

17 

8 

9 

11 

12 

57 

Nash 

62 

88 

53 

54 

56 

64 

65 

442 

Oak  park 

73 

6C 

98 

49 

72 

64 

6  5 

53 

4i 

575 

park  Ave. 

80 

88 

104 

74 

62 

52 

51 

61 

6  6 

6  48 

perkins 

25 

41 

41 

40 

19 

30 

28 

27 

24 

275 

Phillips 

79 

90 

106 

83 

77 

56 

52 

90 

66 

709 

Rice 

26; 

32 

8 

31 

32 

25 

27 

35 

'  24 

240 

Riley 

39 

29 

22 

27 

22 

15 

13 

8 

17 

19  2 

Sabin 

70 

89 

84 

88 

88 

88 

58 

74 

73 

712 

gaylor 

75 

59 

48 

51 

46 

35 

44 

70 

60 

488 

Scott 

42 

35 

36 

28 

19 

27 

20 

207 

^t  owe 

45 

41 

51 

27 

39 

21 

30 

254 

Wal lace-Whit 

86 

65 

80 

72 

62 

73 

sl 

91 

77 

667 

Washington 

65 

84 

90 

56 

57 

45 

43 

44 

41 

525 

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TABIS  K-Contfd*  October,  1921 


Schools  Kdg 

.  1 

2 

3 

4 

5 

6 

7  8  9 

10 

11  12 

Total 

Webster  ;  52 

55 

74 

51 

63 

45;’ 

6  2 

412 

Willard  \  73 

78 

77 

88 

^0 

9 1  • 

73 

108 ; 108  ; 

76  6 

Windsor  :  2 

3 

8 

1 

6 

20 

2285  2438  2064  1919  1689  1177  835 


2506  2141  1940  1882  1929  981  23784 

post  graduates  14 
School  for  Deaf  15 
Continuation  school  70 
Howe  Development  29 
Open  Air  40 


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APPENDIX 


TABLE  I-Cont «  d .  -26- 


1 

— 

J sxi mate 

3 

f 

Aver . 

in- 

7° 

in- 

Incr eas 

e  of 

Increase 

1o 

or . 

en- 

cr . 

en- 

*15 

'17 

'19 

>15 

*1? 

:19 

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!  21 

*23 

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'Enrollment 

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to 

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4  21 

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1 21 

inc. 

1 23 

>23 

'29 

'25 

Nash 

33 

3S 

64 

62 

5 

26 

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15*1 

68.4 

-3.1 

26 . 6 

10 

66 

10 

74 

Casa- 

46 

49 

71 

6l 

3 

22 

-10 

6,5 

44.9 

-l4.i 

12.4 

15 

70 

15 

60 

dy 

4o 

48 

Given 

43 

33 

4o 

3 

-10 

7 

7.5 

-23.2 

21.2 

1.8 

10 

44 

10 

Kirk- 

35 

51 

4s 

57 

16 

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9 

45.7 

-5-9 

18.7 

19.5 

5 

59 

5 

61 

wood 

• 

■ 

54 

Me- 

29 

35 

42 

46 

6 

7 

4 

20.7 

20 

9-5 

16.7 

10 

50 

6 

Henry 

68 

• 

• 

Bird 

:57 

59 

72 

2 

9 

4 

3.5 

15.2 

5-5 

6.1 

0 

72 

0 

72 

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25 

4o 

3S 

25 

15 

'—2 

60  ’ 

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2?-.  3 

-15 

32 

-15 

27 

lin 

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[•26 

21 

22 

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1 

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25 

4.8 

-100 

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72 

60 

89 

84 

-12 

29 

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48.3 

-5.62 

6.7 

-6 

77 

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70 

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37 

23 

27 

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17.4 

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27 

22 

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-100 

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32 

67 

69 

77 

15 

2 

6 

28.8 

3 

11.6 

14.5 

30 

100 

25 

125 

bell 

4-3 

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36 

38 

37 

2 

5 

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1.5 

10 

40 

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57 

58 

45 

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23.9 

1.6 

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15 

51 

12 

57 

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34 

43 

31 

55 

9 

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24 

26,5 

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77.4 

25.3 

0 

55 

0 

55 

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76 

46 

72 

80 

-26 

24 

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50 

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15 

92 

12 

103 

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0 

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38 

10 

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26 

27 

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47 

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22 

3-9 

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66 

26,2 

12 

52 

10 

57 

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22 

9 

0 

22 

-13 

-9 

-59 

-100 

-79 

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50 

66 

67 

65 

16 

1 

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32.0 

1.5 

-2.98 

10.2 

10 

71 

10 

78 

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38 

37 

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56 

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TABLE  I*Contid* 


-27- 


V  Estimated 

1° 

1^. 

1° 

Aver . 

in- 

in-: 

Increase  of 

Increase 

1° 

cr . 

en- 

cr . : 

en- 

U5 

'17 

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'15 

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1 21 

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6 

% 

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4 

26 

12 

ig 

24 

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6 

600 

-57.1 

50 

197*6 

16 

21 

23: 

25 

wait 

Fria¬ 

ble 

15 

l4 

0 

15 

-1 

-6.6 

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6 

15 

6: 

l6 

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5 

2 

0 

5 

-3 

-60 

-60 

25 

2 

4o : 

3 

sor 

Per¬ 

kins 

29 

25 

0 

29 

-4 

-13-.3 

-13.3 

33 

34' 

33; 

45 

Riley 

10 

23 

39 

10 

13 

16 

130 

69*6 

99.6 

10 

42 

10: 

46* 

Rice 

23 

24 

10 

26 

-14 

16 

4.3 

-53. 3 

160 

35.3 

23 

31 

23 ; 

33 

Mon- 

10 

17 

0 

10 

7 

70 

23 

20 

23: 

24 

roe 

{ 

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t 

10 

6 

0 

10 

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30 

10 

25; 

12 

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las  : 

11 

3 

6 

13 

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5 

5 

-72.7 

l66.6 

62 , 5 

% 

0  i 

52.1 

• 

16 

15 

16: 

17 

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12 

19 

19 

0 

7 

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0 

53.3 

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26 

24 

23: 

30 

son  : 

* 

Barton 

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4 

"  TV— 

1731  2072  113  .  213  .  12.3  9-6  2469  2716 

1644  2265  226  6*5  10*2  6-9  9.2 


*  Monroe  was  reduced  to  23 $  and  Riley  kindergarten  was 
reduced  to  10$,  otherwise  all  increase  estimates  axe 
the  same  as  Table  of  Grades  I  to  VI. 


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A  P  P  E 


D  I 


TABLE  J 

ENROLLMENT  IN  ALL  SCHOOLS 
A  Original  Entries 


-28- 


Year 

TOo  ~'WT 


Kdg. 
■PT^TTcT 


3 


4  5  6  7  g  9  10  ll  12 

^qri~7r5TT727Tirc^T:i^^  joa-. 

■*09-'10T  2357:  2^27 :  1975'- 1701: 1775'- 1450:  l24l:  9"53  TESE:  :  :  • 

1 10-'l'irr"'2'313'.,23q4:  17'9l':"17£0 :  14973T251 :  1IM-477H2:  :  :  : 

Grand 


Year  Kdg.  Gr .1-8  Kdg, -8 

H.S. 

Total 

'03-'09:  2124:  11926:  14050: 

twt- 

T590T 

i ‘0'9- 1 10 :  2557772298:  l4t>bb'- 

^mTT 

lbo  /2 

'  10- '  11'7"2  31 3 :  1261?  1^928 : 

2195- 

itttt 

Year  Kdg.  1  2 

rn-,12": "  22TT : 2499 f2T17 

'l2-'i3:  2  223'- 2493: 2  IS  7 

- =j-=. - - - 


14  36739  10  11  1? 

rrg9T:'177&7'TOm-^grigT3T939 :  SS5  '■  b  3  2 :  444:^1 
:■  2  0 1 9 : 1 8 5'0‘": Tf  0 7Tl 42 0 : 1159 :  908:  s4o~:  672:  ^bb*- 450 : 


TT 


*  *  * 


:911:6bl:b07:1^^' 


Year  :  Kdg.  Gr,l-6  Gr 

m-*TZT-Z211:  mT33 


'-9 


Grand 
Gr.  10-12  Total 
j-435"  ~~TT7gftr 


*  *  >!< 


'12-‘13:'"2223:  liS6'17~2W"7*T597  fl355J 
prrxtj - ; - • 


1F55  : 19055 


*  *  * 


B  No .  Remaining  by  Grades  in  Octobj 


Year  Kdg 


Sp: 


Grand 

Total 


T9I4T 

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APPENDIX 


29 


TABLE  K 


RESIDENCE 


PERMITS  ISSUED  BY  CITY  PROM  APRIL  1, 
12,  1922  EY  SCHOOL  DISTRICTS 


1921  to  AUGUST 


1  - 

2  - 

3 

4 

School 

No .  on 
City  .Map 

Estimated 

Not  yet 
on  map 

Total 

Adams 

8 

8 

Barton 

0 

0 

Benton 

0 

0 

Bird 

5 

5 

Ely 

0 

0 

Brooks 

56 

36 

Casady 

32 

32 

Cattell 

64 

64 

Clarkson 

11 

5 

16 

Crocker 

16 

16 

Curt  is 

0 

0 

Douglas 

0 

50 

50 

Elmwood 

37 

37 

Emer  son 

0 

0 

Franklin 

4 

4 

Fri sbie 

5 

5 

Given 

Grant 

Greenwood 

23 

15 

21 

20 

41 

Hanawalt 

12 

15 

27 

Howe 

8 

o 

t j 

Hubbell  l  88 

30 

118 

Jefferson 

6 

25 

31 

Kirkwood 

8 

8 

Lincoln 

4 

4 

Logan 

0 

0 

Longfellow 

2 

o 

Lucas 

4 

4 

McHenry 

6 

6 

McKinley 

4 

4 

Maple  Grove 
Monroe 

no  record 
13 

13 

Nash 

10 

10 

Oak  park 

40 

50 

90 

Park  Avenue  • 

23 

15 

38 

Perkins 

90 

30 

120 

Phillips 

30 

30 

Rice 

22 

22  . 

Riley 

40 

100 

140 

Sabin 

19 

19 

Saylor 

15 

20 

35 

Scott 

2 

2 

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APPENDIX 


30 


(TABLE  IC  Cont  id.) 


1 

.  2 

3 

4 

-School 

No  .  on 
City  map 

Estimated 

Not  yet 
on  map 

Total 

Stowe 

38 

38 

Wallace 

30 

30 

Washingt  on 

4 

4 

Webster 

4 

4 

Willard 

50 

50 

Windsor 

2 

J, 

Note;  Figures  in  Column  2  were  taken  from,  the  actual  records 

at  the  City  Hall*  Those  in  column  3,  while  not  recorded 
on  the  city  map,  showing  the  number  of  permits  issued, 
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